(Mis)alignment between ideal and actual L2 writing teacher identity: diverse forms of agency in developing and sustaining expertise

This study explores how experienced L2 writing teachers align ideal and actual identities through agency to develop and sustain expertise. Using a qualitative approach, data from classroom observations, reflection journals, and semi-structured interviews with two EAP instructors, Joan and Katherine, were analyzed. Findings reveal distinct identity-agency-expertise dynamics: Joan’s strong, student-centred identity drives proactive agency, enabling consistent expertise. Katherine initially struggles with misaligned practices but develops agency through reflection, demonstrating expertise as a developmental process. Both highlight expertise as context-sensitive, reliant on flexible identity negotiation and agentive decision-making, enriching existing understandings of teaching expertise. The study at the end provides implications for L2 writing teacher education and future research.