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Günümüzde öğretmenlerin kazanması ve öğrencilerine de kazandırması beklenen 21. yüzyıl becerileri, eğitim ortamlarında etkili bir öğretim sunabilmek adına önem arz etmektedir. Öğretim ortamının biçimlendiricisi ve rehberi olacak öğretmen adaylarının meslek öncesi kimliklerinin 21. yüzyıl becerilerini nasıl etkilediği ise bu noktada soru işaretidir. Bu çalışmanın amacı da öğretmen adaylarının meslek öncesi kimliklerinin 21. yüzyıl becerileri öz yeterliklerine etkisinin incelenmesidir. Bu amaç doğrultusunda “öğretmen adaylarının meslek öncesi kimliklerinin 21. yüzyıl becerileri öz yeterliklerinin yordayıcısı mıdır” ve “öğretmen adaylarının meslek öncesi kimliklerinin 21. yüzyıl becerileri öz yeterliğine etkisinde akademik başarı ortalamalarının düzenleyici rolü var mıdır” sorularına yanıt aranmıştır. İlişkisel tarama modelinin kullanıldığı bu çalışmada; Aygün, Atalay, Kılıç ve Yaşar (2016) tarafından geliştirilen “Öğretmen Adaylarına Yönelik 21. yüzyıl Becerileri Yeterlilik Ölçeği” ve Arpacı ve Bardakçı (2016) tarafından Türkçeye uyarlanan “Meslek Öncesi Öğretmen Kimliği Ölçeği” yardımıyla 165 öğretmen adayından veri toplanmıştır. Veri analizinde çeşitli değişkenlerle (sınıf, cinsiyet, akademik ortalama) IBM AMOS 20 programı kullanılarak yol analizi yapılmıştır. Çalışmada öğretmen adaylarının meslek öncesi kimlikleri 21. yüzyıl becerilerini olumlu etkilemekte ve akademik ortalaması yüksek adayların mesleki kimlikleri ile 21. yüzyıl becerileri öz yeterliği de yüksek olmakta veya akademik ortalaması düşük adayların meslek öncesi kimliği ile 21. yüzyıl becerileri öz yeterliği düşük olmaktadır.

A growing interest in teacher identity and decision-making has emerged in language teaching; however, studies where English language teaching (ELT) educators reflect on their own practice are limited. We engaged in a self-study to understand how our experiences influenced our ELT educator identity at a public university in Colombia. A constructivist paradigm enabled us to focus on intra and interpersonal reflection as we created artifacts and met to discuss our teaching experiences. Using collaborative analysis, we developed our main themes represented by a red poppy. Based on the findings, our teaching identity is shaped by our families and teachers (roots), teaching misconceptions (leaves), new teaching experiences (new blossoms), other identities (petals), world views about education (cotton soul), and social justice agenda (seeds of change).

Abstract This paper describes the experiences of two teachers, Ms. Santiago and Mr. Jelenik, who participated in a comprehensive National Science Foundation-supported science, technology, engineering, and mathematics (STEM) professional learning experience. This comparative case study describes how Ms. Santiago and Mr. Jelenik leveraged the justice-oriented curriculum of a STEM professional learning opportunity to transform their identities as educators while influencing their instructional practices. The professional learning experience included access to a justice-oriented curriculum introduced through monthly content-focused experiences, regular faculty learning communities, and support from an expert onsite coach. Evidence of transformed identities and instructional practices is derived from semi-structured in-depth interviews and video recordings of classroom teaching and learning. Analysis of the interview data suggests that Ms. Santiago and Mr. Jelenik found the professional learning experience transformative and that the experience served as a pedagogical identity project. Evidence from the classroom videos suggests that Ms. Santiago and Mr. Jelenik’s instructional practices shifted, becoming more justice-oriented and student-centered. Moreover, Ms. Santiago’s practices shifted in a manner more aligned with an engaged teaching approach. We conclude that the comprehensive STEM professional learning experience served as a pedagogical identity project while positively influencing the instructional practices of Ms. Santiago and Mr. Jelenik. Implications for preservice and in-service teacher education are discussed.

Historically, the field of middle-level education has taken it as a given that teachers of young adolescents should be specially prepared to teach in the middle grades, developing a teacher identity that centers around responding to and advocating for the age group above an identity as a subject area teacher. Defined broadly as teachers’ dynamic conceptualizations of themselves as educators and their related roles, decisions, and actions, teacher professional identity has garnered considerable attention in the research literature as a potential source of leverage in multiple dimensions of schooling, preservice teacher education and in-service teachers’ professional learning, and teachers’ professional lives. Teacher identity at the middle level is ideally grounded in a deep commitment to helping young adolescents realize their power and possibilities. While the literature on teacher identity development is well-established in some educational contexts, studies specifically examining the potentially unique developmental trajectory of teacher identity among middle-level educators remain limited. To address this gap, we conducted a review of the literature to address the question: what does the research say about middle-level teacher development and identity? Our review identified 26 relevant sources on middle-level teacher development and identity, published from 2015 through the first half of 2024, and yielded key ideas within three themes: (a) the development of teacher identity, (b) the intersectionality of teacher identity, and (c) critical consciousness, agency, and teacher identity. This review identifies both progress and gaps in the current literature, recognizes potential future directions for research on middle-level teacher identity, and offers possible implications for preservice and in-service middle-level teacher education.

This methodological article focuses on how to effectively map pre-service teachers’ use of discursive resources in professional identity production. By adopting a discourse analytical approach, this study views identity construction as a situational, real-time process occurring in interaction. The aim is to contribute knowledge about how to systematically map and analyze the resources that pre-service teachers use to construct their teacher identities during their education. Drawing on the framework of Mediated Discourse Analysis, this article presents a model that integrates two key concepts: discourse domains, which refer to the types of discourse commonly used in teacher education, and layers of discourse, which address societal levels in identity construction. The results suggest that using these concepts to map students’ use of discursive resources highlights how their knowledge of the teaching profession, their education and everyday experiences can be assets when constructing their teacher identities. While the model can be further refined and developed to better show the complexity of discursive resources in identity construction processes, it shows promise as a fruitful approach. By mapping and visualizing discursive resources through this model, this study offers valuable methodological insights into how to approach professional identity development among pre-service teachers.

The purpose of this comprehensive report is to examine and present the multifaceted dimensions of teacher identity, exploring the interaction between personal, professional and socio-cultural factors. Methodologically, the report takes a holistic approach, drawing on a variety of sources, including existing literature, case studies and interviews with teachers in a variety of educational contexts. Through this comprehensive methodology, the report seeks to provide a nuanced understanding of the formation and evolution of teacher identity. The results of the research present the factors shaping a person's sense of self in the teaching profession. It becomes apparent that teacher identity is deeply influenced by personal experiences, upbringing and socio-cultural background. The report highlights the importance of recognizing and valuing different teacher identities in promoting a supportive and inclusive learning environment. In addition, the report delves into the evolving role of teachers in modern education systems. Traditionally perceived as agents of disseminating knowledge, teachers are now seen as facilitators of learning, guiding students toward critical thinking and problem-solving skills. The integration of technology into teaching practices has further expanded the scope of the teacher's role, providing new opportunities for innovation and engagement in the digital age. In addition, educators are increasingly called upon to advocate for social justice and equity in education, address systemic inequities, and promote inclusive practices. Despite their critical role, teachers are often undervalued and marginalized within society, leading to the 'paradox of teaching', where the importance of the profession is not commensurate with its social recognition. The report concludes with recommendations for improving the social status of teachers. It emphasizes the need for systemic support and recognition to raise the status of the teaching profession by supporting competitive salaries, professional recognition and opportunities for career advancement. The report further highlights the importance of investing in teacher support systems and fostering a culture of respect and appreciation for teachers. Additional data presented in the report underscore the imperative to prioritize teacher well-being and professional development to ensure the continuity of quality education for future generations. [ABSTRACT FROM AUTHOR]

Many educators living near the United States and Mexico border were transfronterizo students—young people with familial and institutional ties to both countries, who crossed the border each day to attend United States schools. This study is concerned with how these teachers' identities formed within distinct sociocultural contexts like the Borderlands and how this can serve education institutions invested in teacher identity work. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR). Design/methodology/approach – To conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies. Findings – The findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates. Originality/value – By sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.

The Tech-Savvy (TS) are teachers mastering Technology Enhance (TE) teaching. Empowered educators create personalized, interactive learning environments, enhancing student engagement, collaboration, and critical thinking. Assessing teachers as TS yields nuanced responses beyond a yes or no. This study aimed to define who is a TS teacher. Twenty-two science teachers in Israeli middle schools shared their perceptions in online focus group discussions aimed at defining who TS teacher is. Data-driven content analysis was performed to identify themes and map perceptions of TS teachers. There are three findings: The first finding is TS teachers are perceived as possessing a range of skills and qualities that set them apart. Their proficiency in TE teaching, adaptability, curiosity, innovation, and commitment to continuous learning enables them to create dynamic and engaging learning experiences. The second finding is that teachers assess their TE proficiency self-perceptions compared to their colleagues and their ability to use Digital Technology (DT) in the classroom effectively. The third finding is that innovation and DT are not always intertwined. There are other ways for teachers to be innovative. Some teachers may feel intimidated by TS colleagues' perceived superior and skill, therefore, shy away from integrating DT into their teaching strategies. However, some educators recognize they possess other essential skills and actively seek to incorporate TE methods alongside other effective teaching strategies. Due to the nature of qualitative research, extrapolating the conclusions to other cases should be done cautiously.

This autoethnographic study examined the tensions affecting the identity of a teacher in charge of an online English academic writing module during the COVID-19 pandemic. Reflections written over one academic year were examined using performativity as an analytical lens. The analysis identified three types of tensions: performing for proximity, performing to meet the institution’s and student’s expectations, and continuously changing performances. These tensions highlight the teacher’s performativity when using technology, which ultimately configured his teacher identity. From these tensions, the paradox of technology may be observed. Specifically, tools supposedly productive for an online class may not necessarily be well received by students and may burden the teacher.

This qualitative case study aims to examine the role of a non-formal STEM (science, technology, engineering, and mathematics) learning laboratory in supporting the development of teacher identity among pre-service science teachers. With teacher identity impacting the educational responsiveness and resilience of a teacher, it is important to support the professional identity of STEM educators if we are to enhance the quality of STEM education. Data collection occurred in three stages between 2017 and 2024. Qualitative content analysis through an inductive category formation was used for data analysis. The intercoder reliability was checked (Cohen’s kappa 0.802). Results suggest that non-formal STEM learning environments can enhance pre-service teachers’ professional learning and identity by allowing the autonomous practical application of theory in an authentic collaborative laboratory environment and by strengthening their self-efficacy through positive teaching experiences. Participants reported that such versatile experiences are generally not available during their formal university education. This study offers suggestions for STEM teacher education and insights into ongoing research dialogues about the role of non-formal learning in supporting the learning and identity of STEM teachers.

This article presents part of the results of a broader investigation in which the conceptions supported by the regulations developed by the Federal Council of Education (CFE) for teacher training in Argentina are analyzed. The article contains the main characteristics of the conceptual changes of the norms for teacher training related to teacher identity during the implementation of neoliberal policies of the 90s. It is a qualitative study that uses content analysis as one of the predominant methods for deepening the knowledge of social life. [ABSTRACT FROM AUTHOR]

This article reports on a case study that analyzed pedagogical relationships and teacher identities in research incubators. Conducted over two years in an English teaching program at a Colombian private university, the study included semi-structured interviews with four research incubator coordinators and two focus groups with eight students. We found that mentoring in research incubators nurtures attitudes and competencies crucial to the students’ construction of their identity as teacher researchers. From the results of our research, we built a theoretical model that describes pedagogical relationships in research education around the axes of power and affect. Finally, we draw some implications about an epistemological shift from knowledge-centered to knower-centered pedagogical relationships in collaborative approaches to research training.

Teachers may face dilemmas when they realize certain discrepancies between theory and practice throughout their career. Especially for teacher trainees, such dilemmatic spaces may be beneficial in uncovering multiple identities developing and being shaped especially during practicum. More specifically, the most frequent discrepancy could be between the desire to explore one’s own teacher identity and to please mentors and supervisors. Therefore, teacher training programs should provide spaces for teacher trainees to reflect and analyze those dilemmas so that they could develop their teacher professional identity (TPI) in an unproblematic and smooth manner. To this end, this study involved twelve senior English teacher trainees into a five-week process when they expressed their growing professional identities through metaphorical discourse within the scope of Teaching Practice I course. The thematic analyses of the elicited metaphors revealed vital hints about the TPI of language teacher trainees. Besides, the place and importance of metaphors for understanding TPI were discussed in the context of teacher education.

In the realm of education, discussions surrounding the concept of “visibility” typically concentrate on students and marginalized populations, often overlooking highly positioned individuals, such as leading teachers. This research delves into the fundamental importance of visibility in the transformative process of teacher professional development as leaders. It investigates its character among teacher leaders and the experience of being seen and scrutinizes its central role in shaping a cohesive professional identity. Over a two-year period, data were gathered from 42 leading teachers in elementary and high schools using a phenomenological approach. The findings reveal a paradox: despite the visibility of teachers in their communities, expressions of a lack of professional visibility persist in their continuing professional development (CPD). However, visibility is crucial for research participants, serving as a catalyst for shaping their professional identity. This identity formation involves four key processes: recognizing one’s developmental journey, reflecting on professional experiences within a timeframe, fostering introspection, and reconstructing identity based on reflection outcomes. This iterative process signifies continuous evolution and analysis.

This study was conducted with the participation of five in-service English language teachers and aimed to find out how in-service English language teachers with overseas intercultural experience evaluate the effects of this experience on their language teacher identity. The data of the study were collected through semi-structured interviews and metaphor elicitation. Content analysis procedure was employed to explore the obtained qualitative data. The results of the study showed that the participants all regarded Erasmus Exchange Program as an opportunity in their personal and academic life. They all mentioned that interacting and negotiating with people from different cultures changed their “opinions and attitudes” about the people and culture of other countries. Also, they all stated that this experience raised some “cultural awareness” about their own culture and the culture of other countries. Also, they said that this experience improved their “language skills” specially speaking and listening. They also said that Erasmus experience also affected their “intercultural identity”. They all confirmed that their teacher identity has influenced after their experience as an Erasmus student.

This article provides a critical qualitative review of 26 English-language journal articles from multiple countries that focus on research and practice among pre-service teachers, and their beliefs about, and experiences of, teaching migrant learners. The findings are organised around two themes. First, the review reveals that student teachers are more likely than not to hold negative beliefs and harbour anxieties about teaching migrant learners. While the cultural diversity of the country in which the student teachers are working does not seem to be a strong determinant of such beliefs, research suggests that such beliefs are more often linked to a lack of knowledge and training. Second, the review identifies a strong emphasis on belief in the value of empathy in learning to teach migrant learners, with the caveat that having a migrant background does not necessarily lead to a more empathetic student teacher. The wider discussion problematises empathy as a goal of training and highlights the challenges inherent in encouraging the development of critical self-reflection among pre-service teachers. The review ultimately questions the extent to which pre-service teacher education equips pre-service teachers to work effectively with migrant learners and proposes increased collaborations between researchers and pre-service teachers as a step towards expanding critical research and practice.

This paper reports a qualitative narrative study that explored the trajectories of English language teachers’ identities before and after their participation in a master’s program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers’ identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master’s seminars, which positively influenced the development of the participants’ identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.

Abstract As K-12 STEM education moves toward the integrated application of mathematics and science concepts in collaborative and complex real-world problem solving, there is a commensurate need to redefine what it means to be a STEM teacher in the early grades. Elementary teachers need more than professional development with innovative content and curriculum to be ready to integrate STEM; they need the agency that comes with a strong sense of who they are and who they want to become as STEM teachers. In this commentary, we propose a model for integrated STEM teacher identity with the goal of building a robust definition that is applicable to multiple educational contexts. The model captures the tensions between elementary teachers’ multiple identities as STEM learners, professional teachers, and STEM education innovators. Our proposed model structures the complexity of these roles as an intertwining of components from extant professional teacher identity and STEM learner identity models. The careful cultivation of integrated STEM identities has the power to increase teachers’ readiness to not only try but to sustain innovative curriculum. Teacher educators and professional development facilitators can use this model to provide more personalized support to teachers. Recommendations for future refinement of this model are offered along with implications for more equitable access to integrated STEM experiences for all students.

La investigación se centra en examinar las experiencias y percepciones de los docentes participantes en una experiencia de las llamadas comunidades docentes, la cual nos presenta un recorrido del impacto de la pandemia en el docente-persona y se articula un análisis de los elementos que quedaron fuera en las estrategias institucionales implementadas para hacer frente a los desafíos educativos que el confinamiento pandémico planteó a los procesos educativos. Abstract The investigation focuses on examining teachers' experiences and perceptions as participants in an experience of the so-called teaching communities, which provides an overview of the impact that the pandemic had on the teaching persona and articulates an analysis of the elements that were left out by institutional strategies implemented to address the educational challenges that confinement posed to educational processes.

This study investigated the relationship between secondary school English as a foreign language (EFL) teachers’ professional identity, professional self-esteem, and job satisfaction in the Sidama National Regional State, Ethiopia. For this purpose, ninety-four (N=94) EFL teachers were selected from 10 government secondary schools. Schools and participants were selected using cluster and availability sampling techniques respectively. Adapted professional identity, professional self-esteem, and job satisfaction questionnaires were used. The relationship between the variables was examined via the Pearson correlation coefficients. In addition, structural equation modelling (SEM) was applied to test the direct and indirect effects of professional self-esteem and job satisfaction on professional identity. The analysis of the goodness of fit indices yielded a good model fit. The results of correlational analysis indicated that professional self-esteem (r= 0.81, P= 0.000) and job satisfaction (r= 0.70, P= 0.000) are positively and significantly correlated with professional identity. SEM analysis also indicated that professional self-esteem positively predicted professional identity (β= 0.66, P ≤ 0.001). Congruently, job satisfaction positively predicted professional identity (β= 0.27, P≤ 0.001). Moreover, professional self-esteem indirectly mediated the relationship between job satisfaction and professional identity. Thus, it is recommended to pay a close attention to EFL teachers’ professional identity and some of the interplaying variables.

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Abstract Background The study was initiated as a response to the growing Science, Technology, Engineering, and Mathematics (STEM) experience in Egypt in terms of the growing number of schools, number of students admitted, and the effect of this experience on the overall education system in the country. Viewing teachers as the backbone of the STEM experience and teaching as a relational sociocultural practice (Biesta, G. & Stengel, B. (2016) AREA Handbook of research on teaching, 5th edition), this research explores the evolution of teachers’ STEM identity during their professional journey in the Egyptian STEM education reform initiative. Aim The purpose of this study is to explore the dynamic dialogical interaction between the different factors impacting the development/evolution of the STEM teachers’ identity. The study is guided by the following research questions: 1) How did Egyptian STEM teachers’ identity evolve over the course of the STEM experience in model STEM schools in Egypt? 2) How did the political and structural characteristics of the STEM schools and teachers developing STEM identities interact and co-evolve? 3) What do Egyptian STEM teachers identify as being important characteristics of STEM teachers Methodology A multiple holistic case study design was used to explore the research questions within the bounded context of an established Egyptian STEM school. Methods Data for this study were drawn from (1) semi-structured interviews conducted with seven teachers from an Egyptian STEM school and (2) document analysis of Ministry of Education decrees and the published reports of Education Consortium for the Advancement of STEM in Egypt. Results Using inductive and deductive data analysis, teachers were found to have undergone a deep transformative change process from a traditional teacher into teachers with a progressive mindset and student-centered classroom practices. The teachers developed strong conceptualizations of the STEM education, stressed the importance of collaboration, critical thinking, and motivation for teachers seeking to work in a STEM setting, and considered themselves moving towards established STEM teachers’ identity. Conclusion This study concluded that STEM teachers’ identity can be viewed as a dialogical, dynamic, and evolving process that results from the interaction of personal and professional traits within new educational experiences exemplified by the new and different experiences in their STEM schools. Despite several challenges, such as limited resources and influence from the bureaucracy and norms of the traditional education system, the teachers still persist in their professional growth and desire to impact the larger context of the Egyptian education system.

This paper reports the findings of a narrative study on language student teachers’ epistemological re-configurations through lesson planning in a private university in Bogota, Colombia. The study aimed at exploring the possible forms of professional yet personal–local knowledge two language student teachers encounter and produce when they plan language lessons. We employed the life story interviewing to gather information on the subjective essence of the participant’s experiences in their teacher practicum. Findings suggest that through lesson planning, language student teachers manage to re-signify certain methodological yet hegemonic constructions of teaching and learning. Furthermore, their knowledge of themselves as teachers in relation to their practicum is shaped by circumstances they face in the process of planning and teaching lessons.

Introduction. Nowadays, the fate of any state depends increasingly on the well-being and dynamic development of the national education system. The post-industrial era has generated and continues to generate numerous challenges to this crucial social institution, including teacher training. The questions related to teacher qualities and what a teacher should be like today and in the near future is relevant both on a global scale and on the borders of a certain country, and Russia in particular.The aim of the article is to discuss the content and essential factors of a current modernisation process of pedagogical education at the current stage and to propose specific measures, which contribute to the formation of the system of continuing vocational training of teaching personnel.Methodology and research methods. The methodological framework of the research is based on: current theoretical models and modernisation conceptions; the key provisions of problem-based axiological, hermeneutical and anthropological approaches; the methods of structural-functional and comparative analysis.Results and scientific novelty. Modernisation of education is considered from the perspective of relationships and synthesis of institutional structures, sociocultural context, and axiological foundations of changes and individual-personal component, which determine the vector of progressive evolution of society. To study a complex and nonlinear process of social innovation, the author believes that it is necessary to appeal to metaphysical aspects of human personality, its national, civil and civilisational identity, which is a special resource of development. The author’s understanding of innovation, where a person is a carrier of value, purpose, volitional and intellectual principles, allows the straightforward and mechanistic understanding of laws of social development in general and the laws of education and pedagogy to be overcome and the reduction of norms and values due to overloads of information flows and many other factors to be counteracted. Since any person is a social actor, the main indicator of progressiveness or reactivity of changes, the key role in the modernisation process belongs to the personal factor, in the educational process – the teacher’s identity. Therefore, the most important strategic task is the fundamental methodological and content-based training of the teacher, whose work will contribute to the future of society and the state.The research undertaken and the author’s conclusions expand the discourse on the national system of continuing pedagogical education. It is highlighted that the professionalism of the Russian teacher should be based on the civilisation heritage of the country and its people, and the model of social transformations and the coordinated image of the future should correspond to the traditional Russian ideas of collegiality, justice and human solidarity.Practical significance. The research materials can be used in the practice of specialists, who are responsible for the development of the system of continuing pedagogical education, when forming a policy in this area. The results of the study are of practical importance for lecturers of pedagogical universities, school teachers, students and all those who are interested in the perspectives of Russian education.

Las investigaciones sobre identidad docente exigen tener en cuenta dos categorías: género y contexto histórico. Este trabajo analiza la biografía de 66 maestras de Educación Infantil para descubrir cómo las experiencias de género marcan sus trayectorias y les hacen entender la educación desde la estereotipia. Centrándonos en las vivencias familiares y escolares descubrimos que escogen la profesión por influencia social, política y familiar. Los roles y estereotipos aprendidos favorecen la reproducción de la estructura social hegemónica y una educación diferenciada para cada sexo. Es importante reflexionar sobre sus experiencias previas para favorecer un modelo educativo libre de sesgos de género.

This paper reports the findings of a narrative study with two pre-service English language teachers (PELTs) who have dyslexia. The main objective of the study was to understand how this condition of having dyslexia was present in becoming an English language teacher. The two PELTs participated in a life history interview as part of the data collection. By considering the main objective of the study, the researchers used the information collected to write the narratives and subsequently proceeded to interpret and analyze them. The findings show that dyslexia is as serious as any other disability, and it does generate rejection and lack of understanding on the part of teachers and other PELTs. Furthermore, negative feelings linked to the learning or teaching process are generated in PELTs with dyslexia, which leads them to hide their condition to avoid discrimination most of the time. However, findings also show that once negative feelings were overcome, PELTs turn their problem into an advantage, discovering themselves as more empathetic to those with special needs and making them more resourceful teachers. We conclude that although PELTs can turn their weaknesses into strengths, the role of teacher educators is also fundamental in the processes of identity construction; teacher educators might provide spaces and strategies to minimize the conditions that affect the performance of PELTs, both as language students and as language teachers.

This article examined two English teachers’ professional identities based on a series of interviews conducted in two universities in Bogotá, Colombia. This paper examined their experiences and discourses regarding language pedagogy. Accordingly, the study adopted a narrative methodology from a decolonial lens to put some tension on the normative conception of the traditional/hegemonic notions of pedagogy and teacher identities configured in the Colombian English Language Teaching (ELT) context. Findings revealed that teachers enact their language pedagogies by merging their personal selves with their professional ones. As a result, identities and ways of knowing are validated in negotiation between doing and being. This posture towards teaching exposes their ontological and epistemic struggles for humanizing their pedagogy.

Given the current context of Prevent and Fundamental British Values, there has been a surge in academic and political interest surrounding Muslim identities in British educational contexts. Noting this 'religious turn' in educational debate, scholars have begun to question the mobilisation of 'Muslim' and 'Muslimness', suggesting that there are limits to such identification. This paper considers their critique through an exploration of how 'Muslim RE teachers' understood and experienced their personal and professional identities, based on recent qualitative research conducted with 21 'Muslim RE teachers' across England. Findings reveal that notions of being a 'Muslim RE teacher' are heavily contested, and instead highlight a fluid and dynamic spectrum of configurations of the participants' 'Muslim' and 'RE teacher' identities. The paper argues in support of the above critique, demonstrating that the assumed primacy of their 'Muslimness' limits the multiplicity of these participants' identities, and so does not reflect their empirical understanding and experience. The paper then suggests a move towards a more sophisticated understanding of identity, encapsulated in the notion of the 'RE teacher who is Muslim'. [ABSTRACT FROM AUTHOR]

This study focuses on examining four Indonesian English for Specific Purposes (ESP) teachers’ experiences regarding their identity construction and negotiation in a language institute. Given the concern on an analytic framework by an adapted model of TESOL teacher identity, the teachers’ experiences were explored through life-history interview. The results revealed a complex process of transforming professional practices and constructing identities in relation to the struggles of becoming ESP teachers. The participants constructed ESP teacher identities through acquiring subject knowledge via professional development activities and building a sense of intrinsic fulfillment in becoming ESP teachers. However, the participants found challenge to cope with the students’ demands of learning ESP. Furthermore, a need to equip the ESP teachers with ESP skills in various subject knowledge areas became the participants’ concern in order to meet the students’ expectancy as well as to enhance their professional development.