[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592849-105":3,"detail-sidebar-cat-0-en-105":73,"doc-detail-592849-en":122},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":66,"head_meta":68,"extra_data":70,"updated_unix":72},105,"en","the-confused-professional-identity-of-native-and-non-native-efl-teacher-educators-are-they-teachers-or-researchers","The Confused Professional Identity of Native and Non-Native EFL Teacher Educators - Are They Teachers or Researchers?","","The study examines how native and non-native EFL teacher educators understand their professional identity amid shifting expectations to excel in both teaching and research. Four qualitative interviews with two native and two non-native participants explore whether identities align more with being teachers or researchers and whether demands depend on personal background, including native English status. Findings show persistent tension between teaching and research, producing frustration, while most participants downplay background effects despite differing everyday college realities.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-confused-professional-identity-of-native-and-non-native-efl-teacher-educators-are-they-teachers-or-researchers/592849/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-confused-professional-identity-of-native-and-non-native-efl-teacher-educators-are-they-teachers-or-researchers/592849.png","ImageObject",300,407,{"name":42,"@type":43},"Marglet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"Do participants believe native English status determines teaching-research expectations?","Question",{"text":63,"@type":64},"Most interviewees do not consider personal background factors crucial, although everyday college realities suggest otherwise due to differing distributions of native and non-native teachers.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},592849,1792116643,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,98,103,107,112,115,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":94,"doc_module":4,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},6,"Technology",50,"technology",{"id":99,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},7,"Healthcare",40,"healthcare",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":105,"slug":106},8,30,"research-report",{"id":108,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},9,"Religion & Spirituality",20,"religion-spirituality",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":110,"slug":114},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":55,"slug":117},"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":104,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":131,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":105,"preview_page_count":4},2336477982702,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","The Confused Professional Identity of Native and Non-Native EFL Teacher Educators:  \nAre They Teachers or Researchers?  \nBy Adina Mannes􀀍  \nThe demands of teacher educators underwent a major change. They not only are required to excel in teaching, but also to conduct research as an essential part of their professional life. This ambivalence raises questions regarding their professional identity. How can they identify with their profession if their roles keep changing? Two native and two non-native EFL teacher educators were interviewed about their perception of professional identity regarding being a researcher or a teacher and whether the demand to excel relies also on personal background factors such as being a native English speaker. The results indicated tension between research and teaching, which is a cause of frustration for EFL teacher educators. As for the issue of personal background, most of the interviewees did not believe that such factors are crucial. However, everyday reality in their colleges, where there are more native than non-native English speaker teachers, shows otherwise.  \nKeywords: EFL teacher educators, native English speaking teachers; non-native English speaking teachers, professional identity.  \nIntroduction  \nTeachers’ understanding of their professional identity (PI) is crucial for many reasons. It is indicative of their job leaving intentions (Kremer & Hoffman, 1985; Moore & Hoffman, 1988), it explains their response to educational reforms (Nias, 1989), and it has a great effect on their performance, efficacy, professional development, and ability and willingness to cope with educational change and their teaching practice (Beijaard, 2000; Sercu, 2006).  \nThe PI of teacher educators in education colleges is in a state of introspection (Klavir & Kozminski, 2012). This can be seen very clearly in the ambivalent demands made of teacher educators: on the one hand, they are regarded as academic staff and are thus required to conduct research as an essential part of their professional life, while, on the other hand, they are required to excel in teaching in order to prepare students to become teachers. How can these teacher educators identify with their profession if their roles keep changing? Since many teacher educators assume this position as a result of being excellent teachers in regular schools, their main expertise is clearly in teaching and teacher preparation and not in the field of research. Guberman’s findings (2009) that only 10% of teacher educators deal with research confirmed this assumption. Being an excellent EFL teacher is even more complex since, unlike teachers of other  \n􀀍Lecturer, Ariel University, Israel.  \n[https://doi.org/10.30958/aje.7-4-4](https://doi.org/10.30958/aje.7-4-4) doi=10.30958/aje.7-4-4  \nsubjects, the EFL teacher has to deal with a problem unique to language teachers, namely, of being a native or non-native speaker of English. This paper reports on findings from a study, which investigated how EFL teacher educators regard their PI and whether the demand to excel as an EFL teacher educator also relies on personal background factors such as being a native English speaker. The study examined these issues through a qualitative study based on four individual interviews with two native and two non-native teacher educators in four academic colleges of education one in each selected college.  \nBackground Information and Theoretical Framework  \nHigher Education-The Local Context. Israeli higher education has grown tremendously in the last decades; since 1990, the number of students in higher education has doubled. It was thought that by opening more colleges and upgrading their status to academic colleges more people would get a higher education and social gaps would shrink. Today, most Israeli teachers obtain their teaching training in 23 different colleges. According to the Central Bureau of Statistics (Maagan, 2015), in 2014, 1057 teachers obtained teaching certificates","cbCaiojNyWToMF7S","https://ap.wps.com/l/cbCaiojNyWToMF7S","pdf",367033,12,"English","# Introduction\n## Background Information and Theoretical Framework\n### Higher Education-The Local Context\n## Professional Identity (PI) of Teachers","[{\"question\":\"Do participants believe native English status determines teaching-research expectations?\",\"answer\":\"Most interviewees do not consider personal background factors crucial, although everyday college realities suggest otherwise due to differing distributions of native and non-native teachers.\"}]","The Confused Professional Identity of Native and Non-Native EFL Teacher Educators - Are They Teachers or Researchers? | PDF",1792075933]