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nielewicz,2001,p.22;Freeman,2016,p.35),anexaminationofwhatoneis
doingandwhoonecanbecomethroughperformingtheworkoftheteacher.
Therefore,prescriptivethinkingislosinggroundtodescriptivestudies
whichfocusonteachers’personalandprofessionallives(e.g.Day&Gu,
2010;Garton&Richards,2008),theformationofteachers’emotions(e.g.
Benesch,2012;Golombek&Doran,2014;Zembylas,2004,2005),ortheir
praxis(e.g.Duff&Ushida,1997;Kang,2013).Thisisbecause,astheyarede-
rivedfromapositivistparadigm,thenotionsofHteacherroles”orHteacher
characteristics”arenotencompassingenough.TheyofferHaconsensualvi-
sionofsociety”whereasidentity,duetothefactthatitimpliesHnon-
consensuality”(Lewowicki,2007,p.62),bettermatchesteachers’liveswhich
arefullofdilemmas,bothintheirpersonalandprofessionalroles.Including
Hthedialecticsofidentificationanddifference”(Kwiatkowska,2005,p.66),
identityalsoconnectsapparentlycontraryconceptsconcerningteachers–
whatisrepetitiveandconstantaswellaswhatisunstableanddifferent.
EchoingEagleton(2000),MorganandClarke(2011,p.817)arguethat,within
theconceptofidentity,itispossibletofindreferencestoHquestionsoffree-
domanddeterminism,agencyandendurance,changeandidentity,thegiv-
enandthecreated”.Suchnotionsaredifficulttocaptureinthetraditional
andstaticHone-size-fits-all”understandingwhichstressestheroleofthe
teacherand,therefore,itisidentitythatseemstoprovideausefullens
throughwhichpersonalchangescanbedescribed.Finally,itisfittingtore-
callthewordsofVargheseetal.(2005,p.22)whosuggestthatHInorderto
understandlanguageteachingandlearningweneedtounderstandteachers;
andinordertounderstandteachers,weneedtohaveaclearersenseofwho
theyare:theprofessional,cultural,political,andindividualidentities”.
Consideringtheglobalnatureoflanguageteachingandacknowledging
thesignificanceofthenotionofidentity,itseemssomewhatunsurprising
thatthevolumeofresearchinlanguageteachereducationhasparalleled
thatonidentityineducation.Yetthebooksorlarge-scalestudiesonlan-
guageteacheridentityconcerngeographicalcontextsthataredistantfrom
Poland:NorthAmerican(Deters,2011;Norton,2000,2013),SouthAmerican
(Menard-Warwick,2014),MiddleEastern(Clarke,2008),Asian(Cheunget
al.,20151;Kiernan,2010;Nagatomo,2012,2016;PhanLeHa,2008;Trent
etal.,2014)2.Thesestudiesare,therefore,embeddedinsocio-culturalspaces
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1Cheung’setal.’s(2015)bookincludesidentitystudiesprimarilyinAsiancontexts,al-
thoughthreeofthemarefromEurope(England,NorthernCyprus,Turkey).
2Thatsaid,itmustbeacknowledgedthatamongPolishstudiesonlanguageteacheriden-
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