Despite the widely recognized significance of critical incidents (CIs) in teachers’ professional learning, little research has investigated the role of CIs in language teacher identity development. This study attempts to fill this gap by exploring the contributions of a Telegram-based professional development course—framed around CI storying—to the language teacher identity development process of a group of teachers. Data were collected from 10 teachers before, during, and after the course. Data analyses indicated that, before the course, CIs negatively influenced the teachers’ agency and emotions. Participation in the course contributed, however, to the teachers’ enhanced agency and greater emotion regulation. In addition, the course afforded the teachers an opportunity to experience further professional socialization and collegial engagement. Our findings revealed that during the course, the teachers developed greater expertise in storying their CIs and discussed higher order issues relevant to the multiplicity of identity as connected to sociocultural-educational dimensions. These findings suggest that emotions and agency are two significant identity aspects that are profoundly influenced by and influence CIs. Our article closes with a discussion of the implications of embedding CIs in professional development courses to help teachers (re)construct their identities.

尽管关键事件 (CI) 在教师专业学习中的重要性得到广泛认可，但很少有研究调查 CI 在语言教师身份发展中的作用。本研究试图通过探索基于电报的专业发展课程（以 CI 故事为框架）对一组教师的语言教师身份发展过程的贡献来填补这一空白。数据是在课程之前、期间和之后从 10 位教师那里收集的。数据分析表明，在课程开始前，CI 对教师的能动性和情绪产生了负面影响。然而，参与课程有助于增强教师的能动性和更好的情绪调节。此外，该课程为教师提供了进一步体验专业社会化和大学参与的机会。我们的研究结果表明，在课程中，教师们在讲述他们的 CI 方面发展了更多的专业知识，并讨论了与社会文化教育维度相关的身份多样性相关的更高层次的问题。这些发现表明，情绪和能动性是受 CI 深刻影响和影响的两个重要身份方面。我们的文章最后讨论了在专业发展课程中嵌入 CI 以帮助教师（重新）构建他们的身份的含义。这些发现表明，情绪和能动性是受 CI 深刻影响和影响的两个重要身份方面。我们的文章最后讨论了在专业发展课程中嵌入 CI 以帮助教师（重新）构建他们的身份的含义。这些发现表明，情绪和能动性是受 CI 深刻影响和影响的两个重要身份方面。我们的文章最后讨论了在专业发展课程中嵌入 CI 以帮助教师（重新）构建他们的身份的含义。