How do novice language teachers become ready to teach amid emotional uncertainty, evolving professional identities, and rapid AI-driven change? This book presents teacher readiness as an ongoing developmental journey rather than a fixed set of competencies.

Drawing on empirical research in Chinese educational contexts, international examples, and classroom narratives, it explores how novice teachers move from anxiety and self-doubt toward confidence, agency, resilience, and professional belonging. It shows that readiness involves more than lesson planning, teaching methods, or classroom management. Novice teachers must also interpret students’ responses, manage emotional labour, negotiate relationships, meet institutional expectations, and continually reshape their sense of who they are as educators.

Set against the rise of digital transformation and artificial intelligence, the book examines how emerging technologies reshape teachers’ roles, pedagogical choices, confidence, and ethical responsibilities. Using the TPACK–LTI framework, it explains how technological knowledge, pedagogical beliefs, language teacher identity, self-efficacy, cultural adaptability, and contextual conditions interact in shaping readiness.

Written for novice language teachers, teacher educators, school leaders, and policymakers, the book offers conceptual tools, reflective insights, and classroom-based illustrations for supporting early-career teachers. It argues that readiness is not a one-time threshold before teaching begins, but a continuing process of becoming—and that supporting novice teachers in the AI era is a collective ethical responsibility.

Li Ruyang is a lecturer at Zhejiang College of Security Technology, China. His research focuses on teacher professional development, educational psychology, and teacher education, with particular attention to novice teacher readiness, language teacher identity, emotional development, and professional learning in technology- and AI-mediated educational contexts.