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a Finnish University  \nSotiria Pappa*1 and Josephine Moate2  \n• Although different forms of English-medium instruction (EMI) are being recognised, the different ways in which EMI can impact the pedagogical activities and expertise of higher education educators have received less attention. Using face-to-face and written interviews with nine teacher educators at a Finnish university, this study examines the most important aspects teacher educators perceive in their work through EMI and how these aspects connect to the understanding of their professional identity. The study is theoretically premised on the interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness. The thematically analysed data highlighted the ways in which pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, as well as the concurrent disjunctures and opportunities EMI creates. Pedagogical being informed EMI teacher educators’ orientation to their work and the different ways language impinges on the sense of self asthe teacher educators share how they try to understand and respond to the disjunctures of EMI. In terms of pedagogical doing, EMI impingeson how teacher educators enact their practice and the relationships developed with students. However, the focus of pedagogical relating addresses the relationship between the EMI teacher educators and their workplace. The findings from this study will hopefully contribute to the development of EMI teacher preparation and support critical discussions on the ‘Englishisation’ of higher education.  \nKeywords: English-medium instruction, EMI, Finland, higher education, role of language  \n1 * Corresponding Author. Faculty of Educational Sciences, University of Helsinki, Finland; [sotiria.s.pappa@helsinki.fi](sotiria.s.pappa@helsinki.fi).  \n2 Department of Teacher Education, University of Jyväskylä, Finland.  \n10 teacher educators’ professional identity in english-medium instruction    \nPoklicna identiteta izobraževalcev učiteljev pri pouku v angleškem jeziku na finski univerzi  \nSotiria Pappa in Josephine Moate  \n• Čeprav obstajajo različne oblike poučevanja v angleškem jeziku (ang. English-medium instruction – EMI), so različni načini, kako lahko EMI vpliva na pedagoške dejavnosti in strokovno znanje visokošolskihučiteljev, deležni manj pozornosti. Ta študija z osebnimi in s pisnimi intervjuji z devetimi izobraževalci učiteljev na finski univerzi preučujenajpomembnejše vidike, ki jih ti zaznavajo pri svojem delu z EMI, inkako so ti vidiki povezani z razumevanjem njihove poklicne identitete.Študija teoretično temelji na medsebojno povezanih konceptih pedagoškega delovanja, pedagoškega bivanja, pedagoškega odnosa in pedagoškega jezikovnega zavedanja. Tematsko analizirani podatki so poudarilinačine, na katere se pedagoško bivanje, delovanje in odnos vrtijo okrog prisotnosti in vloge tujega jezika v EMI, pa tudi sočasna razhajanja in priložnosti, ki jih EMI ustvarja. Pedagoško bivanje je bilo podlaga za usmeritev izobraževalcev učiteljev EMI v njihovo delo in različne načine, kako jezik vpliva na občutek sebe, saj so izobraževalci učitelji delili, kako poskušajo razumeti disjunkcije EMI in se nanje odzvati. V smislupedagoškega delovanja EMI vpliva na to, kako izobraževalci učiteljevizvajajo svojo prakso in odnose, ki jih razvijajo s študenti, vendar pa je v ospredju pedagoškega odnosa odnos med EMI-izobraževalci učiteljevin njihovim delovnim mestom. Upamo, da bodo ugotovitve te študije prispevale k razvoju priprave učiteljev za EMI in podprle kritične razprave o »anglizaciji« visokega šolstva.  \nKljučne besede: poučevanje v angleškem jeziku, EMI, Finska, visokošolsko izobraževanje, vloga jezika  \nIntroduction  \nSince the 1990s, an increasing number of higher education institutions (HEIs) have offered courses a","cbCaidKGDPgTh6cH","https://ap.wps.com/l/cbCaidKGDPgTh6cH","pdf",271758,25,"English","# Introduction\n## Definitions and forms of EMI\n# Study focus and theoretical framing","[{\"question\":\"What does the study investigate about EMI teacher educators?\",\"answer\":\"It examines the key aspects teacher educators perceive in their work through EMI and how these aspects connect to their professional identity understanding.\"},{\"question\":\"Which theoretical concepts guide the study?\",\"answer\":\"The study is grounded in interconnected concepts of pedagogical doing, pedagogical being, pedagogical relating, and pedagogical language awareness.\"},{\"question\":\"How does EMI influence teacher educators’ professional identity in the findings?\",\"answer\":\"Findings indicate that pedagogical being, doing, and relating revolve around the presence and role of the foreign language in EMI, including the disjunctures and opportunities EMI creates.\"}]","Teacher Educators’ Professional Identity in EnglishMedium Instruction at a Finnish University | PDF",1792086601,63]