This article focuses on the identities constructed and negotiated during work-based talk between in-service English language teachers and a supervisor during dyadic post observation feedback meetings. Meetings were recorded with participants working in a tertiary institution in a Gulf state. Microanalysis of discourse extracts shows how both participants (i.e. supervisor and teacher) negotiate identities of power and experience. Analysis reveals that identities are fluid and co-constructed, and that power can shift between interactants, regardless of institutional status. Analysis is framed within the ambiguous but influential role of feedback and aims to understand how identities shape and are shaped by the goal of the meeting. In this context, identities of experience and power are prioritized, so feedback is primarily evaluative, despite institutional requirements that a focus on teacher development should be included. This compromises the ultimate aim of improving teaching and learning within the institution. Implications of this study include practical recommendations for supervisor training and critical review of institutional observation forms as well as a call for more language teacher identity research to focus on in-service teachers and on situated work-based talk.

中文翻译：

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教师和主管在反馈谈话中协商经验和权力的身份

本文侧重于在二元观察后反馈会议期间在职英语教师和主管之间基于工作的谈话中构建和协商的身份。与在海湾国家的一所高等教育机构工作的参与者的会议被记录下来。对话语摘录的微观分析显示了参与者（即主管和教师）如何协商权力和经验的身份。分析表明，身份是流动的和共同构建的，权力可以在互动者之间转移，无论制度地位如何。分析是在反馈的模棱两可但有影响力的角色中构建的，旨在了解身份如何塑造以及如何受会议目标的影响。在这种情况下，经验和权力的身份被优先考虑，因此反馈主要是评估性的，尽管机构要求应包括关注教师发展。这损害了改善机构内教学和学习的最终目标。这项研究的意义包括对主管培训和机构观察形式的批判性审查的实用建议，以及呼吁更多的语言教师身份研究，以关注在职教师和基于工作的情境谈话。