Teacher awareness as professional development: Assistant language teachers in a cross‐cultural context.

This text focuses on a monograph examining Assistant Language Teachers' (ALTs) professional development in team-teaching English classrooms in Japan, particularly their cognitive, emotional, and collegial awareness. Drawing on narratives from ALTs co-teaching with Japanese Teachers of English (JTEs), the study explores how these teachers reconstruct their identities and develop professionally within cross-cultural and collaborative contexts. Employing sociocultural theory and narrative inquiry, the research highlights the role of teacher awareness and investment in fostering teacher growth and collegiality. The volume contributes to applied linguistics by expanding the understanding of language teacher awareness beyond language proficiency to include cognitive and emotional dimensions, offering methodological insights for future research in language teacher education.