With calls for increased focus on action in the promotion of social justice in the English language teaching field, critical scholars have identified language teacher identity (LTI) exploration as having transformative potential. However, more research is needed on how to effectively pedagogize LTI exploration in language teacher education and professional development programs in diverse contexts around the globe—which is the focus of this special issue. Grounded in the framework of identity as critical pedagogy, this article proposes the use of a teacher inquiry group as one approach to pedagogizing identity exploration for transnational language teachers. The article describes how this approach was implemented as a form of professional development with one group of six transnational in-service English language teachers associated with an Egyptian university, as they came together to explore their identity constructions and how they navigate tensions arising in their work. The main activities of the teacher inquiry group included autobiographical narrative writing, artistic expression, autoethnography, and critical discussion. Each activity type is briefly described, and participant examples are presented. The article ends by sharing participant reflections on the teacher inquiry group approach, followed by considerations for critical scholars interested in exploring this approach in other contexts.
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