Transforming Technological Facets of Language Teachers’ Professional Identity

teaching? How do you perceive your own status, commitments, roles, values, beliefs, emotions, and actions in the field of language teaching? How do people perceive you in your profession? Which challenges do you usually face in language instruction? What do you do to develop professionally? Answers to these questions, among many others, reflect the self-images and perceived roles that constitute Teachers’ Professional Identity (TPI). Since enhancing and transforming teachers’ professional identity is believed to be the cornerstone of teachers’ professional development, this article briefly introduces the concept of TPI. More specifically, considering the widespread use of educational technology, especially in the pandemic era, in this article, TPI is pictured as informed by the characteristics of Computer Assisted Language Learning (CALL) among Iranian teachers, and some suggestions are provided to help teachers empower themselves in this field.