Sarah Mercer is the Head of the ELT Research and Methodology section at the University of Graz, Austria. She is interested in all aspects of language learning psychology, in particular self-related constructs, motivation, affect, agency, mindsets, and belief systems. She is co-editor of Positive Psychology in SLA (with Peter MacIntyre and Tammy Gregersen) and Multiple Perspectives of the Self in SLA (with Marion Williams).Achilleas Kostoulas taught English in schools in Greece before moving into language teacher education. He completed a PhD at the University of Manchester, UK and now works in the Department of English Studies at the University of Graz, Austria, where he teaches courses in ELT and Applied Linguistics. His research interests focus on the psychology of language learning and teaching.

This book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement.

• About The EditorsAbout The AuthorsList of TablesList of FiguresList of AbbreviationsZoltán Dörnyei: ForewordChapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher PsychologyChapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher MotivationChapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign LanguageChapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible SelfChapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher IdentityChapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in ChinaChapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent FieldChapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An IntroductionChapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language TeachingChapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language TeachersChapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their StudentsChapter 12. Cynthia J. White: Language Teacher AgencyChapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job CraftingChapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 PractitionersChapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of GrowthChapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language TeachingChapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher EducatorsChapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic PerspectiveChapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.

Sarah Mercer is the Head of the ELT Research and Methodology section at the University of Graz, Austria. She is interested in all aspects of language learning psychology, in particular self-related constructs, motivation, affect, agency, mindsets, and belief systems. She is co-editor of Positive Psychology in SLA (with Peter MacIntyre and Tammy Gregersen) and Multiple Perspectives of the Self in SLA (with Marion Williams).Achilleas Kostoulas taught English in schools in Greece before moving into language teacher education. He completed a PhD at the University of Manchester, UK and now works in the Department of English Studies at the University of Graz, Austria, where he teaches courses in ELT and Applied Linguistics. His research interests focus on the psychology of language learning and teaching.

This book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement.

• About The EditorsAbout The AuthorsList of TablesList of FiguresList of AbbreviationsZoltán Dörnyei: ForewordChapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher PsychologyChapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher MotivationChapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign LanguageChapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible SelfChapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher IdentityChapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in ChinaChapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent FieldChapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An IntroductionChapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language TeachingChapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language TeachersChapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their StudentsChapter 12. Cynthia J. White: Language Teacher AgencyChapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job CraftingChapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 PractitionersChapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of GrowthChapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language TeachingChapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher EducatorsChapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic PerspectiveChapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.

Sarah Mercer is the Head of the ELT Research and Methodology section at the University of Graz, Austria. She is interested in all aspects of language learning psychology, in particular self-related constructs, motivation, affect, agency, mindsets, and belief systems. She is co-editor of Positive Psychology in SLA (with Peter MacIntyre and Tammy Gregersen) and Multiple Perspectives of the Self in SLA (with Marion Williams).Achilleas Kostoulas taught English in schools in Greece before moving into language teacher education. He completed a PhD at the University of Manchester, UK and now works in the Department of English Studies at the University of Graz, Austria, where he teaches courses in ELT and Applied Linguistics. His research interests focus on the psychology of language learning and teaching.

This book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement.

• About The EditorsAbout The AuthorsList of TablesList of FiguresList of AbbreviationsZoltán Dörnyei: ForewordChapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher PsychologyChapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher MotivationChapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign LanguageChapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible SelfChapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher IdentityChapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in ChinaChapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent FieldChapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An IntroductionChapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language TeachingChapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language TeachersChapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their StudentsChapter 12. Cynthia J. White: Language Teacher AgencyChapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job CraftingChapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 PractitionersChapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of GrowthChapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language TeachingChapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher EducatorsChapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic PerspectiveChapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.