1. Introduction

This chapter discusses the importance of language teacher beliefs in understanding teacher practices and professional development, and the complex and non-linear nature of these beliefs. It also highlights the significant contributions of different theoretical dimensions in investigating the relationship between teacher beliefs and practices. The chapter also explores the concept of praxis and its integration into the examination of mentoring relationships within TESOL-focused programs, aiming to unravel the complex relationship between the beliefs and practices of mentors and mentees, and how this relationship influences mentoring dynamics and potentially even the identity evolution between teachers and students. The objective is to enrich research in teacher education and provide invaluable insights to enhance pedagogical methods and outcomes for language educators.

2. Literature Review

This chapter revisits praxis in language teacher education and highlights the inseparable relationship between theory and practice, emphasizing the transformative potential of such an integrated approach in shaping and enhancing educational practices among language teachers. It discusses the interconnection of theory and practice, emphasizing teachers’ proactive thinking, reflection, and adjustment of teaching strategies during instructional activities. It also explores the intricate and dynamic relationship among teachers' beliefs, practices, and identities, emphasizing the evolving nature of teacher identities and the influence of sociocultural and institutional settings. The chapter identifies research gaps and outlines the direction of the current research, with a focus on how praxis facilitates the integrated development of language teachers' beliefs, practices, and identities.

3. Research Methodology

This chapter discusses the research questions, methodology, participants, and data collection methods for a study on how praxis-oriented themes inform the unity of language teachers’ beliefs, practices, and identities. The research question focuses on the interplay of beliefs, practices, and identities for language teachers. The chosen research method is narrative inquiry, which captures the evolving interplay of beliefs, practices, and identities. The participants consist of two pairs of mentor-mentee relationships, each lasting for a minimum of three years in the field of language education or TESOL. The data was collected through interviews, recollections, informal gatherings, and coffee talks, and was analyzed to identify key themes and commonalities.

4. Findings

s during his doctoral program with Joanne’s support, including keynote speeches, seminars, and workshop. This experience saw him assuming roles such as the conference committee member, session chair, and oral session adjudicator, where he honed his leadership expertise and professional communication skills. Moreover, Peter served as a paper reviewer for international academic journals and acted as a peer mentor for multiple cohorts of incoming doctoral students. Consequently, these activities led to his recognition as a promising scholar in the TESOL and applied linguistics community.During this period, Joanne’s mentorship allowed Peter to establish a substantial digital presence through social media and academic networking platforms, enhancing his chances of engaging in academic discussions and mutual research collaborations. Her encouragement led Peter to organize and moderate research groups in English, fostering his comprehensive understanding of various research designs and methodological choices. Peter shared his admiration for Joanne’s leadership style, influencing his mentoring attitude towards his students and younger colleagues.4.1.3 Embracing Heritage and IdentityIn the final stage of his mentorship with Joanne, Peter focused on personal growth and identity. With Peter preparing to return to China, and he had a matured research agenda, it was time to integrate his experiences from the United States into his Chinese identity. Joanne’s mentorship made Peter appreciate the distinctiveness of both cultures and allowed him to critically incorporate his multicultural experiences into his teaching, research, and service activities. She directly influenced Peter to allow his cultural heritage to shape his professional identity as a scholar and teacher.Conscious of the challenges Peter might face upon his return to China, Joanne introduced him to continued professional development and honing his educational philosophies in diverse settings to bridge cultural gaps. This phase was salient in Peter’s growth, as his perspective broadened, leading to a greater acknowledgment of the interconnectedness between multiculturalism and educational practice. This awareness spurred Peter to explore the inclusion of ethnocultural content in his pedagogy, challenging students to contemplate and appreciate cultural diversity. Additionally, he focused on social justice issues within education, advocating for equitable educational opportunities for diverse cultural groups and fostering critical multiculturalism. Consequently, this influence led to Peter constructing a thematic approach that situated Chinese cultural education at the core of his teaching philosophy, paving the way for his lifelong commitment to embodying and advocating for Chinese culture in educational practices.His mentorship with Edgar began soon after, demonstrating the impact of experiences in the United States in Peter’s approach to mentoring. While mentoring Edgar, he prioritized the cultural specificity of both mentors, involving Edgar in educational practices that linked cultural heritage with identity formation, aspiring to nurture passionate dedication to culture in Edgar’s teaching and research endeavors. Furthermore, through guided internship opportunities, Peter encouraged Edgar to explore diverse cultural and educational settings to gain deeper insights into multicultural educational landscapes, cultivating a robust cultural understanding. Peter’s mentoring left a profound imprint on Edgar, facilitating his pursuit of a career committed to sacred cultural representation through education.Beyond this stage, we aimed to farther our understanding of the unity of language teachers’ beliefs, practices, and identities in two additional phases.

5. Discussion

This chapter discussed the impact of Praxis-Oriented Themes (POTs) on the interweaving of language teacher beliefs, practices, and identities. The POTs have manifested across three distinct levels, forming three different unities. At the micro level, the POTs significantly informed the mentorship between the mentor and the mentee, enhancing the mentor-mentee relationship and empowering the mentee to navigate their academic path more effectively. At the meso level, the POTs serve as a fertile ground for the unity of language teacher beliefs and practices to emerge, enhancing the overall effectiveness of language instruction. At the macro level, the POTs play a transformative role in the multi-identity development of the mentees, instilling a sense of confidence and competence in their roles as educators and researchers. Additionally, the chapter moves the findings to a theoretical level, emphasizing the continuum of obuchiene, praxis, and perezhivanijia, and their implications for language learning and mentoring experiences.

6. Conclusion

This chapter discusses the exploration of the concept of praxis in examining the interaction between beliefs and practices in mentoring relationships among language teachers and students. It reports three distinct stages of the mentoring journey and the identities that emerged at each stage. The study recognizes limitations, including those related to the purposive sampling method used. It also highlights the need for further research into the bidirectional relationship between mentors and mentees. Despite these limitations, the attempt to develop the praxis lens lays the groundwork for future research into mentoring relationships within language education programs.