Table of contents
Contributors
Chapter 1.Negotiating equitable language teaching practices: Membership and epistemic stance in asynchronous online
discussions
Chapter 2.“Sitting in the back of the class”: Positional identities in an online MA TESOL program
Chapter 3.Gameful teaching: Exploring language teacher identity and agency through video
games
Chapter 4.‘We will have to remember this as teachers’: A micro-analytical approach to student-teacher online interaction and
teacher identity
Chapter 5.Discursive construction of collective identity in a global online
community of practice of English language teachers
Chapter 6.Sharing stories around the digital campfire: In-service teachers, cognition/emotion dissonance, and the
asynchronous online classroom
Chapter 7.Fostering (critical) digital teaching competence through virtual
exchange
Chapter 8.Customizing web 2.0 tools to writing pedagogy: TPACK-based professional development of L2 writing teachers
Chapter 9.Developing online language teacher identities: Interdisciplinary insights
This article is available free of charge.