This volume identifies, illustrates, compares, contrasts and provides informed reflective commentary on the diverse career trajectories of English language teachers, teacher educators and researchers. Increased migration and globalisation pressures have led to dramatic changes in English language teaching over the last few decades. The resulting increased demand for well-qualified English language teachers has also impacted positively on the status of this profession, as developing a career in this field is now increasingly linked to advanced academic study as well as work possibilities in a wide range of diverse contexts. This book provides insights into the career trajectories of English language teachers in Argentina, Australia, Brazil, Canada, Chile, China, the Czech Republic, Greece, Iceland, India, Malaysia, Mexico, New Zealand, Thailand, Turkey, the United Kingdom, the USA, and the Middle East. This book is likely to be of interest not only to teachers in the field of English language teaching, but also to researchers with an interest in exploring teachers' lives and careers in diverse contexts. The insights provided in this book will no doubt inspire those who wish to develop, or further develop, a career trajectory in this intriguing field, as well as provoke teacher educators to consider new ways to support those entering the field of English language teaching and those currently navigating its many complex challenges. The book begins with a Foreword (Yvonne Freeman and David Freeman) and Introduction: Crossroads in English Language Teaching (Penny Haworth and Cheryl Craig) with respective authors. Next are eighteen chapters, divided into two sections. Section 1: Stories Of English Language Teachers' Career Paths contains the first eight chapters as follows. Chapter 1: From Canada to Turkey with Places in Between: A Quarter-Century Career of English Language Teaching (John McKeown); Chapter 2: Unpacking Tensions: An Autobiographical Narrative Inquiry into the Cross-Cultural Teaching Journey of a TESOL Teacher Educator (Liping Wei); Chapter 3: Everyday Priorities of Teachers of English Language Learners in the USA: A Narrative of Experience (Johanna Boone, Ramona Maile Cutri and Stefinee Pinnegar); Chapter 4: Managing Context and Complexities: My Career Trajectory of Teaching English as a Second Language in Malaysia (Ida Fatimawati bt Adi Badiozaman); Chapter 5: My Career Trajectory as a Teacher of English as a Second Language in India: Narrative Self-Construction through a Dialogic Lens (Tara Ratnam); Chapter 6: The Influence of Chinese Educational Policy on Teachers of English (Luxin Yang); Chapter 7: In Times of a Changing Linguistic Context: The Career Trajectory of an EFL teacher in Iceland (Hafdís Ingvarsdóttir); and Chapter 8: A Long Way from Home: English as an Additional Language (EAL) Teaching in Remote Community Schools in Australia (Jill Brown). Section 2: Socio-Political Contexts in Teaching and Teacher Education follows with chapters nine to eighteen. Chapter 9: Self-Reflexive Inquiry in Teacher Education for Diversity: Tapping and Leveraging Resources for Language Teachers' Career Trajectories (Steven Z. Athanases, Joanna W. Wong and Leslie C. Banes); Chapter 10: Using VideoWeb in EFL Teacher Education: Do the Benefits Differ between Teachers With and Without Previous Teaching Experience? (Eva Minaríková, Michaela Píšová and Tomáš Janík); Chapter 11: Innovating in Initial Teacher Education: A New Integrated Curriculum for Meaningful English Learning (Mary Jane Abrahams and Pablo Silva Ríos); Chapter 12: Knowing as Embedded in Action: Preparing Preservice Teachers to Develop Career Trajectories as English Language Teachers in China (Zhilian Zheng and Jianfen Ying); Chapter 13: Overcoming Isolation as ESL Professors and the Challenges of Doing Research Collaboratively across Continents, (Telma Gimenez, Nora Basurto-Santos, Amanda Howard, Amira Traish and Michael F. McMurray); Chapters 14: Rise or Fall of the EFL Teaching Profession in Thai Universities, (Parussaya Kiatkheeree); Chapter 15: Economy Class? Lived Experiences and Career Trajectories of Private-sector English-language School Teachers in Australia, (Phiona Stanley); Chapter 16: English Language Teachers in Greece: Building Professional Identities (Stavroula Kaldi, Emmanuel Konsolas and Joanna Syriou); Chapter 17: "In Between" English and Spanish Teaching: The Story of a Linguistically Diverse Student Becoming a Teacher (Leslie Gauna); and Chapter 18: Self-determination in Career Trajectories of English Language Teachers (Penny Haworth). The book closes with the Conclusion: Reflecting on the Changing Nature of English Language Teaching Internationally, the Status of the Profession, and Future Visions for Teacher Education (Cheryl Craig and Penny Haworth).