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Funder: Stockholms Universitet; doi: http://dx.doi.org/10.13039/501100009244, Funder: University of Cambridge, Funder: Stockholm University, This article illustrates the role of teacher identity in teacher self-efficacy development during initial teacher education. It has been posited that teacher self-efficacy develops on the basis of information accessed through four self-efficacy sources: vicarious and enactive experiences, social persuasion, and physiological and affective states, and by interacting with a myriad of personal and external factors. The very process of teacher self-efficacy development, however, is not well understood. This phenomenological longitudinal qualitative case study contributes to addressing this issue by illustrating how a pre-service secondary mathematics teacher’s teacher self-efficacy is affected by the way she sees herself. More specifically, the study illustrates how aspects of a strong student teacher identity negatively affect the pre-service teacher’s teacher self-efficacy appraisal, and how her teacher identity, emerging through the processes of autonomous role enactment and social verification, supports teacher self-efficacy development.

The misassignment of teachers, with respect to their qualification, results in teachers teaching mathematics out-of-field (OOF). OOF mathematics teaching is an international area of concern, with research documenting the existence of the practice in Australia, the United States, Germany and England, and the negative effects that the practice can have on teachers’ lives, student learning and the professional standards of teaching. Research conducted in Ireland has demonstrated the prevalence of teachers being assigned to teach mathematics OOF in post-primary schools. In response to the issue of OOF mathematics teaching, the Irish government funded the Professional Diploma in Mathematics for Teaching (PDMT), a professional development programme for teachers teaching mathematics OOF, enabling them to obtain mathematics teacher certification. The content of the PDMT, then, adheres to the Teaching Council of Ireland’s curricular requirements for teaching mathematics. This research employs the construct of first-person mathematics-related (1st PM-R) teacher identity to capture the learning trajectory of a participant on the PDMT. 1st PM-R teacher identity refers to the teacher’s self-understandings in relation to mathematics teaching. These self-understandings are stories told by the teacher about themselves to a third party. This paper reports on the 1st PM-R teacher identity of Mary, a certified business studies and accounting teacher teaching mathematics OOF, whilst undertaking the PDMT. Thematic analysis and sociolinguistic tools were used to analyse interview data to obtain insights regarding Mary’s 1st PM-R teacher identity, and the ways in which her 1st PM-R teacher identity was reshaped over her involvement in the PDMT. The findings suggest that professional development programmes have the capacity to impact 1st PM-R teacher identity, in particular, with regard to how the teacher believes they are seen by school management and their students’ parents; however, other factors, such as colleagues and previous experience learning mathematics, may be more significant in shaping the teacher’s 1st PM-R teacher identity in relation to their teaching practices. The findings from this research may have implications for the development of mathematics professional development programmes and the criteria for determining mathematics teacher certification.

Teachers who enter the translation teaching profession are generally in lack of training in how to teach translation because such training is barely provided by the current professional or academic oriented translation programmes. Therefore, they have to go through a process of learning to become translation teachers on the job in real teaching settings. However, little has been documented systematically, either qualitatively or quantitatively, on how translation teachers, especially beginning teachers, think of their teaching and themselves as teaching professionals. In this longitudinal case study, we focused on one novice translation teacher and tried to understand how she constructed her translation teacher identity during the first year of her teaching career. We employed emotions as a lens to investigate the process of her teacher identity construction through collecting data from interviews and journals. Findings show that this particular participant’s teacher identity went through a process of constructing, reconstructing and expanding. This process was accompanied by the negotiation between her identity and the various positive and negative emotions that she experienced in the complex sociocultural context. Implications for translation teachers, especially novice translation teachers, are discussed.

The development of a teacher identity (TI) profoundly impacts teacher education program graduates' career intention and teaching practices. Existing studies on pre-service physical education teachers' teacher identity (PPET-TI) have used qualitative methods to focus on the dynamic and reflective features of TI. Quantitative studies that help reveal the universal and stable aspects of TI across contexts are scarce, which may be due to a lack of measuring instruments of PPET-TI. This study aimed to develop and examine the psychometric properties of the PPET-TI Scale. Scale items and structure were developed based on the theoretical framework of dynamic systems model of role identity, interviews with 19 pre-service physical education teachers (PPETs), and content validity evaluations by 10 experts. The initial PPET-TI Scale was then validated among 523 PPETs. Confirmatory factor analysis revealed a measurement model including three domains: self-definitions, teaching goals, and professional responsibilities. This model showed an acceptable model fit to the data. Convergent validity, criterion validity, and discriminant validity of the scale scores were also within the acceptable range. The scores of the PPET-TI Scale also showed an acceptable internal consistency (Cronbach's α = 0.91 for the entire scale). Teacher educators may use the PPET-TI Scale to understand PPETs' current TI and identify areas for intervention. The PPET-TI Scale enables future quasi-experimental studies to identify influencing factors of TI development and examine the effectiveness of TI interventions.

To better understand the critical early years of teaching and teacher identity development, this study explored the mathematics teacher identity of two early career middle school mathematics teachers and the influence of their working communities on its development. Emel and Berk graduated from the same reform-oriented teacher education program and were working in fundamentally different working communities that could be characterized as reform-unsupportive (Emel) and reform-supportive (Berk). They were interviewed three times and were observed extensively in their working communities. Findings revealed two different teacher identities: Emel exhibited a mathematics teacher identity that was more reform-oriented than non-reform-oriented, and Berk exhibited a non-reform-oriented mathematics teacher identity. Their working communities had influenced their mathematics teacher identity in ways that were both theoretically expected (positive effects of supportive conditions and negative effects of unsupportive conditions) and surprising (positive effects of negative conditions and no effects of positive conditions). The findings are discussed in detail with implications for teacher education programs and supports for early career teachers.

This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretati...

This research discusses how teachers’ emotion regulation helps them construct their professional identity. To be specific, the emotion regulation studied is around teaching pre-school students. The emotion regulation investigated covers the teachers’ behavior in the classroom setting when they are dealing with little children. The research question of this study is “How teachers’ identity is constructed especially in teaching pre-school students?”. Theories related to emotion competence, emotion regulation, and teacher identity were also reviewed in this paper. In conducting the research, teachers from one of English courses in Yogyakarta becomes the participant. The researcher uses the Critical Incident Technique (CIT). Many factors such as teaching goals, commitment, particular meaningful experiences become the main consideration in formulating the questions asked in the interview section. Actions such as the distribution of questionnaires and interviews are conducted in order to collect the data. In analyzing the data, the researcher presents the findings narratively based on the result of the questionnaire and the interview.

Research in physical education often focuses on how to improve the education of teachers and the achievement of students, based on an assumption of a relatively stable teacher identity. The focus of this study is to unsettle this perspective, drawing on complexity thinking and the concept of becoming to reconceptualize teacher identity as a fluid, dynamic identity performance that depends on multiple levels of interacting elements in teachers’ contexts, and significantly challenges the concept of being embedded in ideas of “best practice.” The results of an in‐depth qualitative study with seven health and physical education teachers showed that each teacher performed an adaptive multiplicity of self that responded to constraints in each moment of context‐specific teaching. The results suggest the need for a reconceptualization of teacher identity that understands it as comprised of many different performances of “teacher” and expressed in context‐specific moments ofteacher becoming.

Personal experiences and histories shape teacher identities to a great extent. In the domain of personal experience, however, little is known about how experiences of failure shape the process of b...

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

Employing ‘identity’ as an analytical lens, this study examined a group of novice school counselling teachers’ (SCTs) professional identities in the Chinese context. Informed by a multiple, integra...

PurposeThis article describes how Finnish health education teachers verbalise and construct their teacher identity based on their lifestyle, subject area and relationships with their students.Design/methodology/approachNarrative interviews were conducted amongst eight secondary and upper secondary school teachers. The nexus analysis was used to analyse teachers' methods of teaching students information-seeking, evaluation and critical thinking skills.FindingsThe teachers' historical bodies – their skills, interests, information-seeking habits and familiar sources – impacted the chosen teaching methods. The results indicate that teacher identity is constructed along different paths and is constantly performed and transformed in the classroom through interactions with students.Originality/valueThe study illustrates the reconstruction of teacher identity through interaction in interviews. Teachers act as role models, information gatekeepers and trustees who guide students to choose credible health information sources.

This article explores teacher reflection that is done through a photo reflection report instead of a traditional written report in initial subject teacher education. Teacher reflection is considered an essential component of teacher development in teacher education programmes worldwide. As student teachers are often burdened with numerous writing assignments, a photo reflection report was invented as an innovative pedagogical tool that would offer student teachers a new approach to process and describe their feelings and considerations of their teacherhood. During teaching practice, student teachers are asked to compile a report with photos that are meaningful and that make visible important issues or aspects of their teacher identity and teacher development. The photo reflection report is inspired by the idea of Empowering Photography (Savolainen, 2009). This study examines student teachers’ experiences of using a photo reflection report in considering their emerging teacher identity and their teacher development during their one year of pedagogical studies.

In this paper, teacher educators located at three different universities across the United States share findings emerging from our collaboration around a suite of three activities that engage our t...

This work investigated the processes of teacher informal learning focused on building positive teacher–pupil interaction. The conceptual framework “Teacher professional agency for learning” was mer...

The purpose of this instrumental case study was to explore music student teachers’ perceptions of their professional identities. Participants were five music student teachers from an institution in...

Teacher identity provides useful insights into the learning and practices of teachers. The complexity of identity, however, makes it difficult to use in empirical research. An analytical framework ...

Research into the construct of science teacher identity has gained momentum over the past decade in an effort to achieve a more comprehensive, holistic understanding of teacher learning and develop...

Centering on cognitive and reflective development of pre-service primary school teachers, this study aimed to contribute new understanding of how teacher identity is formed through increased teache...

There is extensive research demonstrating the benefit tutoring has on the tutee. However, minimal research exists about the impact tutoring has on the tutor, and particularly, how being a tutor inf...

WOS: 000534153100001 The purpose of this study is to investigate pre-service middle-level mathematics teachers' noticing of student mathematical thinking and teacher identity in the context of virtual professional experimentation performed through the StoryCircles model. This study examined how pre-service middle-level mathematics teachers' education experiences in the context of StoryCircles affect their noticing of student mathematical thinking and how their experiences and noticing differentiate based on teacher identity. The results showed that StoryCircles supported the participants' noticing of student mathematical thinking as they engaged in scripting, visualizing and arguing about the lessons. In this study, it was found that the collaborative, communicative and reflective structure of StoryCircles increased the participants' levels of noticing student mathematical thinking. Moreover, it was observed that the way of increase in the level of noticing differed based on teacher identity.

This article reported how five preservice teachers constructed and developed their teacher identity in a year-long teacher residency partnered between a university-based teacher education program a...

Academic library leaders have a vested interest in quality library instruction, but strategies to ensure this happens can vary across environments. In this study, the author analyzed data collected...

This paper reports the findings of a qualitative narrative-inquiry study aimed at exploring what English as a Foreign Language (EFL) student-teachers' life stories revealed about their identity construction as future teachers. The project was carried out with eighth-semester student-teachers from a public university in Tunja, Boyacá (Colombia). Hence, the data collection drew upon written life stories and in-depth interviews. The findings suggest that critical factors helped student-teachers construct their identities as future EFL teachers. These factors are all tied to the student-teachers' previous experiences as language learners themselves, a connection and affiliation they established with their teacher-educators as projected images they have of themselves as future teachers. Moreover, real teaching experiences were opportunities for student-teachers to make sense of the myriad of issues in education, which made them develop positions towards education as future teachers. Resumen Este artículo presenta los hallazgos de un estudio narrativo cualitativo que tuvo como objetivo explorar lo que las historias de vida de los profesores en formación de Inglés como Lengua Extranjera (EFL) pudieran revelar acerca de su construcción de identidades como futuros maestros. Este estudio se llevó a cabo entre estudiantes de octavo semestre de la Universidad Pedagógica y Tecnológica de Colombia. Por tanto, la recopilación de datos se basó en historias de vida escritas y entrevistas en profundidad. Los hallazgos sugieren que hay algunos factores críticos que ayudaron a los profesores en formación a construir sus identidades como futuros profesores de Inglés como Lengua Extranjera. Estos factores están ligados a las experiencias previas que los profesores en formación vivieron como aprendices de idiomas, y la conexión y afiliación que establecen con sus educadores como imágenes proyectadas que ellos tienen de sí mismos como futuros profesores. Además, las experiencias reales de enseñanza fueron oportunidades para que los profesores en formación construyeran sentido de los innumerables asuntos que fluctuaban en la educación, lo que los hizo desarrollar posturas hacia la educación como futuros maestros. Résumé Cet article est le résultat d'une étude narrative qualitative qui visait à explorer ce que les histoires de vie des professeurs d'anglais langue étrangère en formation pourraient révéler sur leur construction d'identité en tant que futurs enseignants. Cette étude a été menée auprès d'étudiants du huitième semestre de l'Université pédagogique et technologique de Colombie. Par conséquent, le recensement de données eut comme point de départ des histoires de vie écrites et des entretiens approfondis. Les résultats suggèrent que certains facteurs critiques ont aidé les enseignants en formation à construire leur identité en tant que futurs professeurs d'anglais langue étrangère. Ces facteurs sont liés aux expériences antérieures des enseignants en formation professionnelle en tant qu'apprenants en langues, et au lien et à l'affiliation qu'ils établissent avec leurs enseignants en tant qu'images projetées qu'ils ont d'eux-mêmes comme futurs enseignants. En outre, les expériences d'enseignement réelles ont été l'occasion pour les stagiaires-enseignants de comprendre la quantité de questions fluctuantes dans le domaine de l'éducation, ce qui leur a fait développer des attitudes à l'égard de l'éducation en qualité de futurs enseignants. Resumo Este artigo apresenta os resultados de um estudo narrativo qualitativo que teve como objetivo explorar o que as histórias de vida de professores de Inglês como Língua Estrangeira (EFL) em formação poderiam revelar sobre sua construção de identidades como futuros professores. Este estudo foi realizado com alunos do oitavo semestre da Universidade Pedagógica e Tecnológica da Colômbia. Portanto, a coleta de dados baseou-se em histórias de vida escritas e entrevistas em profundidade. Os resultados sugerem que existem alguns fatores críticos que ajudaram os professores em formação a construir suas identidades como futuros professores de Inglês como Língua Estrangeira. Esses fatores estão ligados às experiências anteriores que os professores em formação tiveram como alunos de línguas e à conexão e afiliação que estabelecem com seus educadores como imagens projetadas que eles têm de si mesmos como futuros professores. Além disso, as experiências reais de ensino foram oportunidades para os professores de formação inicial darem sentido às inúmeras questões flutuantes na educação, o que os fez desenvolver atitudes em relação à educação como futuros professores.

This research reports how four Chinese EFL (English as a Foreign Language) students construct their teacher identities through a university-based teaching practice. Drawing on interviews with four ...

This study examines the relationships between preservice primary teachers’ (PSTs) views, understandings, and implementations of inquiry-based teaching (IBT) in primary biology education. In earlier studies, these relationships have been researched separately. Exploring them simultaneously allows a greater insight into the process of teacher change and science teacher identity development. Drawing on the narrative method, data included learning diaries, lesson plans, and interviews during a two year research period. Our findings reveal the complex relationships between three aspects of IBT. For example, embracing views of IBT were sometimes accompanied by a significant understanding of IBT and other times by a weak understanding. Whereas, hesitant views of IBT also went together with significant understanding. We discuss these relationships in the light of their impact on science teacher identity and provide suggestions for teacher education.

Teachers working with younger pupils in schools often teach their pupils multiple subjects; therefore, the relationship that the individual teacher has with each subject area is likely to be signif...