Abstract
Language teacher research has evolved since its early focus on linguistic knowledge, teaching methods and institutional expectations (Brown, 2007; Kumaravadivelu, 2006; Richards & Rodgers, 2014). Knowing the subject matter is important for teacher efficacy, understanding how to teach is important for student learning and meeting institutional expectations is important for keeping a job. However, as a teacher research participant once said to me during an interview (Feryok, 2005), there is also ‘a broader sense’ of being a teacher.