Abstract
Excerpt: Language Teacher Psychology was compiled and edited by Sarah Mercer and Achilleas Kostoulas in 2018. It was published by Multilingual Matters as part of a series that addresses psychological issues along with its implications in language learning, specifically in Psychology of Language Learning and Teaching (PLLT) field. The main aim of PLLT as an emerging field is to synthesize the theoretical and empirical constructs in the domain of psychology and language learning with a pedagogical perspective (Gkonou & Mercer, 2017; Golombek & Doran, 2014; Kalaja, Barcelos, Aro, & Ruohotie-Lyhty, 2016; Kubanyiova & Feryok, 2015; Richardson, Karabenick, & Watt, 2014). However, so far, PLLT has been dominated by learner-focused research (Mercer, 2018). Unlike its equivalents that put students at the center of their studies and consider teachers as a factor affecting student success, this book delves into the issues from the language teacher aspect. As also pinpointed by Dörnyei and Ryan (2015), the diversity of variables affecting language teachers and the logistical problem of finding a sufficient number of teachers who would be willing to participate in teacher research are the two of the factors making language teacher research unfeasible. Therefore, this book can be considered a great contribution to a variety of fields including PLLT, Applied Linguistics, TESOL, and TEFL. It can be used as a reference book by scholars, practitioners, researchers, language teachers, language teacher educators, and mentors in these fields who want to find more about language teacher psychology, motivation and identity.