Language Teacher Educators as Reflective Practitioners: An Activity Theory Perspective on Identity Construction

ABSTRACT Reflective practice (RP) is essential to teacher identity development, yet the reflective practitioner identity (RPI) of language teacher educators (LTEs) who prepare reflective language teachers remains understudied. To address this gap, the study explored the construction of an RPI (i.e., RP attributes and actions) of two LTEs working within TESOL contexts. This qualitative case study drew on the concepts of reflection‐for‐action and on‐action. It was underpinned by activity theory, particularly the concept of identity‐in‐activity, which views identity development as originating in the contextual settings of activity where contradictions occur and drive innovative actions. Data included three individual interviews with each participant, as well as relevant policy documents and teaching artifacts. Analysis revealed that both LTEs constructed their RPI by negotiating contradictions within the activity system (i.e., within Subject, within Rules, Subject vs. Community, Instruments vs. Rules, and Instruments vs. Object). Through the relatively underexplored application of activity theory in this area of research, the study contributes new insights into LTEs' RPI that can inform the development of reflective LTEs in TESOL. It highlights the role of a reflective educational philosophy, shared community values, teacher agency, and professional networks in facilitating contradiction resolution in this development process. However, the presence of unresolved contradictions suggests a need for policies that establish clear requirements for LTEs to engage in RP while also ensuring they have sufficient opportunities and support to do so. This study offers insights into ways to foster LTEs' RPI and recommends areas for further research.