Duoethnography and Identity in Language Teacher Education
Summary
Duoethnography is a collaborative, dialogic methodology whereby two or more individuals juxtapose personal narratives to examine and reshape their professional identities. In the context of language teacher education, this approach foregrounds the lived experiences of educators as they negotiate cultural, linguistic and pedagogical role dimensions. By engaging in iterative dialogue, participants attend to tensions between their personal histories and institutional expectations, illuminating how beliefs about language, culture and power inform teaching practices. Such reflexive examination enables pre-service and in-service teachers to articulate values, confront implicit biases and reconfigure their identities in inclusive and socially just ways. The method’s emphasis on reciprocity and critical self-dialogue fosters deeper intercultural awareness, supports the design of identity-affirming curricula and strengthens the capacity of teachers to respond to diverse classroom contexts. Globally, duoethnography has been applied across varied educational systems to bridge theory and practice, cultivate communities of inquiry and generate innovative pedagogical frameworks that centre teacher agency and transformation.
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Technical terms
Duoethnography: A qualitative research method involving collaborative self-study through dialogue, allowing participants to compare and analyse personal narratives to gain new insights.
Professional identity: The evolving sense of self that individuals hold regarding their role, values and practices within a professional context.
Reflexivity: The process of critical self-examination by researchers or practitioners to uncover underlying assumptions, biases and influences on their work.
References
- Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research. TESOL Quarterly (2023).
- The Conception of Student-Teachers and the Pedagogical Practicum in the Colombian ELT Field. PROFILE Issues in Teachers Professional Development (2024).
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