1. Introduction

The chapter introduces the research on EAP teachers' responsibilities and the challenges they face in transitioning from TESOL to EAP. It emphasizes the significance of understanding EAP teacher development in order to advance the discipline. The chapter also outlines the purpose of the review, which is to examine existing empirical research on EAP teacher competence and perceptions, and to address the issue of EAP teacher identity. The review distinguishes itself from other literature surveys by focusing on the efforts of experienced EAP teachers striving for EAP scholarship.

2. Methodology

This chapter discusses the criteria for literature selection, which included EAP instructors' pedagogic initiative, scholarly activities, and cognitive perspectives. Then, it describes the methods for inclusion and categorization of the literature, including how articles were selected and categorized into groups reporting EAP teachers’ pedagogical practice, research activities, and their knowledge and understanding of the impact of EAP on their career development.

3. Results and Discussion

This chapter provides an overview of teacher research, with a majority of research articles focusing on pedagogic practice and a limited amount of literature relevant to EAP teachers’ research opportunities and challenges. The review indicates a low percentage of teacher-related research articles in JEAP and ESPJ publications during the past two decades. It emphasizes that more research should be undertaken regarding what knowledge and skills are required by EAP teachers, along with pathways towards these intellectual and pedagogical capacities. The chapter also reports findings on EAP teachers’ pedagogical practice, engagement with research, and their cognitive development. Instructors with a profound research background are found to be effective in course implementation, and reflective of critical incidences in their genre analysis tasks. Pedagogical approaches in EAP are discussed, including the genre-based approach, corpora-aided pedagogy, and the application of critical questions to encourage students to scrutinize and critique academic texts. However, the review indicates that many EAP teachers struggle with implementing an EAP course through critical scrutiny of all genre dimensions, and often resort to their linguistic specialties when designing and delivering EAP courses.

4. Concluding Remarks: EAP Teacher Identity and Teacher Research as an Embryonic Domain of Inquiry

The chapter provides a review of EAP teacher identity and teacher research as an emerging field of inquiry. It emphasizes the the role of EAP teachers in facilitating student success, the need for EAP teachers to engage with research, and the centrality of EAP instructors in classroom instruction. The chapter also offers suggestions for an EAP teacher research agenda, proposing themes for teacher-led research and calling for a fuller and more complex attention to the needs and capacity of EAP teachers in instruction and inquiries.