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Teacher Beliefs, Identity, and Gender in Language Education

Atul KumarDnyaan Prasad Global University, IndiaTurobova SevaraTermez University of Economics and Service, Termez, UzbekistanYunusova Nasiba SharifovnaTashkent State Transport University, Tashkent, UzbekistanValisher SapayevAbdirasulov Lochinbek KhusniddinovichKarshi State University, UzbekistanMuxammadiyeva Oliya NarzullaevnaTermez State University of Engineering and Agrotechnologies, Termez, UzbekistanDeepak GuptaInstitute of Technology and Management, Gwalior, India

2026ng

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Annotatsiya

This chapter examines the intricate interconnections between teacher beliefs, professional identity formation, and gender dynamics in language education contexts. Drawing on contemporary research from 2021-2025, the analysis explores how language teachers' cognitions, self-perceptions, and gendered experiences shape pedagogical practices and classroom interactions. The chapter synthesizes empirical evidence across diverse educational settings, revealing how teacher beliefs influence identity construction, how professional identities are negotiated through gendered lenses, and how these elements collectively impact English language teaching effectiveness. Key findings d``emonstrate that teacher beliefs about language learning, instructional approaches, and student capabilities are deeply intertwined with identity tensions, particularly for early-career educators and those navigating intersectional identities.

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DOI: 10.4018/979-8-3373-8835-9.ch008

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