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The ongoing COVID-19 pandemic has seriously impacted countries across the globe. The pandemic has created a completely new teaching-learning environment of interaction for early childhood educators. In many countries, face-to-face teaching has been replaced by remote teaching, while in others, there have been intermittent lockdowns and limited interruptions to regular teaching norms. Given the play-based nature of preschool teaching-learning activities in most countries, educators are required to reimagine the sociocultural relationships to their pedagogical practices in their everyday teaching-learning contexts. This paper sheds light on educators' experiences and the dramatic shift in their indoor-outdoor teaching-learning environment due to the evolving health measures. The study draws on notions of teachers' identities and Vygotsky's cultural-historical concept of social situation of development (Vygotsky, 1994) to capture the new forms of relationships that early childhood educators experienced with their pedagogical environments across different countries during the pandemic. Data were collected from preschool teachers across five countries-Australia, Bangladesh, Norway, Singapore and India using online surveys which included open- and close-ended questions. Findings reveal the on-ground realities and teachers' adaptations to new pedagogies emerging across the five countries. The new digital environments provided an equally new dimension for change. These changes were seen in interactions, relationships within the everyday pedagogical contexts, as well as the shifting physical and social environment of early years educators.La pandémie actuelle de COVID-19 a gravement touché les pays du monde entier. La pandémie a créé un tout nouvel environnement d'interaction enseignement-apprentissage pour les éducateurs de la petite enfance. Dans de nombreux pays, l'enseignement en face à face a été remplacé par l'enseignement à distance, tandis que dans d'autres, il y a eu des blocages intermittents et des interruptions limitées des normes d'enseignement régulières. Étant donné la nature ludique des activités d'enseignement-apprentissage préscolaires dans la plupart des pays, les éducateurs sont tenus de réimaginer les relations socioculturelles avec leurs pratiques pédagogiques dans leurs contextes d'enseignement-apprentissage quotidiens. Cet article met en lumière les expériences des éducateurs et le changement radical de leur environnement d'enseignement-apprentissage intérieur-extérieur en raison de l'évolution des mesures de santé. L'étude s'appuie sur les notions d'identité des enseignants et le concept culturel et historique de Vygotsky de situation sociale de développement (Vygotsky, 1994) pour saisir les nouvelles formes de relations que les éducateurs de la petite enfance ont vécues avec leurs environnements pédagogiques dans différents pays pendant la pandémie. Les données ont été recueillies auprès d'enseignants du préscolaire dans cinq pays—Australie, Bangladesh, Norvège, Singapour et Inde à l'aide d'enquêtes en ligne comprenant des questions ouvertes et fermées. Les résultats révèlent les réalités sur le terrain et les adaptations des enseignants aux nouvelles pédagogies émergentes dans les cinq pays. Les nouveaux environnements numériques ont fourni une dimension tout aussi nouvelle pour le changement. Ces changements ont été observés dans les interactions, les relations au sein des contextes pédagogiques quotidiens, ainsi que dans l'environnement physique et social changeant des éducateurs de la petite enfance.La pandemia de COVID-19 en curso ha afectado gravemente a países de todo el mundo. La pandemia ha creado un entorno de interacción de enseñanza-aprendizaje completamente nuevo para los educadores de la primera infancia. En muchos países, la enseñanza presencial ha sido reemplazada por la enseñanza a distancia, mientras que en otros, ha habido bloqueos intermitentes e interrupciones limitadas de las normas de enseñanza regulares. Dada la naturaleza basada en el juego de las actividades de enseñanza-aprendizaje preescolar en la mayoría de los países, los educadores deben reinventar las relaciones socioculturales con sus prácticas pedagógicas en sus contextos cotidianos de enseñanza-aprendizaje. Este documento arroja luz sobre las experiencias de los educadores y el cambio dramático en su entorno de enseñanza-aprendizaje interior y exterior debido a la evolución de las medidas de salud. El estudio se basa en las nociones de las identidades de los maestros y el concepto histórico-cultural de Vygotsky sobre la situación social del desarrollo (Vygotsky, 1994) para capturar las nuevas formas de relaciones que los educadores de la primera infancia experimentaron con sus entornos pedagógicos en diferentes países durante la pandemia. Se recopilaron datos de maestros de preescolar en cinco países: Australia, Bangladesh, Noruega, Singapur e India mediante encuestas en línea que incluían preguntas abiertas y cerradas. Los hallazgos revelan las realidades sobre el terreno y las adaptaciones de los profesores a las nuevas pedagogías que surgen en los cinco países. Los nuevos entornos digitales proporcionaron una dimensión igualmente nueva para el cambio. Estos cambios se observaron en las interacciones, las relaciones dentro de los contextos pedagógicos cotidianos, así como en el entorno físico y social cambiante de los educadores de la primera infancia.

English as a Foreign Language (EFL) pre-service teacher’s identity is a process where language, as an object of study, is a tool in the mediation for scaffolding the identity of future teachers. Identity construction is not an isolated process. Instead, it is the result of a continuous and social process that embraces a variety of factors and the tension of diverse forces, struggles, and adjustments that the individual deals with. In the last two decades, an increasing number of qualitative studies focused on EFL teachers’ professional identity have appeared. To identify how professional identity is constructed, it must be understood as a product of discourse, practice, and relationships. Moreover, identity is developed through the stories (narratives) describing life encounters that have shaped who they are as teachers. Both discourse and narratives help teachers define and redefine themselves as professionals through the meaning they give to their lived experiences. Hence, the purpose of this paper is to address discourse and narratives as two research perspectives to investigate EFL pre-service teachers’ professional identity. First, the link between qualitative and identity studies is presented. Then, discourse analysis and narratives as methodological alternatives are introduced. Finally, implications and reflections for teacher education are discussed.

Literature has explored education and its values, highlighting the significance of experience in learning. However, a paucity of research has investigated the importance of teachers’ lifelong experiences in shaping their views toward education. Employing a collaborative autoethnographic methodology, this study attempts to provide insights into the significance of teachers’ lifelong experiences in shaping their views and their teacher identity. The narratives highlight the influence of the living environment and life events in shaping worldviews, along with affirmation of the individual’s agency in self-regulation. A dynamic accumulation of various lifelong experiences like losing Author 1’s father, war, and harassment at school shaped his teacher identity. Understanding the significance of this process helps teachers to appreciate their experiences and recognise their role in shaping students’ views and identifies. In conclusion, teachers’ socially constructed identity shapes their educational perspectives, reminding them of teachers’ role in shaping students’ experiences. This knowledge could be valuable in future teacher education programs and developing educational material for learners.

In this paper, I explore how teacher professional learning focussing on pedagogical praxis and teachers’ socio-cultural backgrounds can foster generalist teacher’s identity as a science teacher. In...

The present article investigates the construction of a ‘global’ teacher identity by the Organisation for Economic Cooperation and Development (OECD) since the introduction of the Teaching and Learning International Survey (TALIS) in 2008. We critically examine TALIS-related conceptual frameworks, survey questionnaires and statistically driven scales of teachers’ professional attitudes internationally. A theoretical, education-based framing of didaktik and curriculum pedagogical traditions is used to discuss conceptual bias in TALIS conceptual frameworks as well as the sociologically based idea of TALIS as a pedagogic device used as a technology to gain symbolic power for making the teachers of tomorrow. Methodologically relying on document analysis, we examine TALIS 2008, 2013 and 2018 background documents to highlight the ideologically driven construction of a certain model of effective teachers, and refer to associated TALIS technical reports to examine validity issues in scales that are methodologically and statistically driven in order to increase the robustness of the results. The article identifies biases in the OECD’s construction of a ‘global’ teacher identity that are reflected in TALIS conceptual frameworks and survey questions and statistically justified through associated scales.

This theoretical paper discusses the salient features of new trends in Teacher Education and their implications for teachers’ learning in 21st century. With this, the paper represents Social Justice Approach, Master-Apprentice Approach, Teacher Identity Approach, Reflective practices Approach, Competence Approach and, Applied knowledge Approaches. In addition, the paper presents seven elements of effective Professional Development required being a 21st century teacher as suggested by Darling-Hammond et al., (2017). Besides, the paper describes ‘How teachers learn’ suggested by Jones and Dexter (2014). It further discusses the questions and concerns that have been raised about these new trends. In addition, it highlights the issues faced by Pakistani teacher education program. Finally, the paper recommends what trend(s) Pakistani teacher Education should adapt that help teachers becoming prepare for 21st century.

This paper describes a narrative study that emerged from various conversations with an English language teacher at a public university in Bogotá, Colombia. This research is based on intersectional narratives to locate the intersections between English language pedagogy and the identities of English language teachers. Second, the study examined discourses that can construct English language pedagogy and teachers’ identities by avoiding simplistic generalizations and essentialisms. Findings suggest that although there are still colonial roots that repress other ways of being and doing, English language pedagogy goes beyond the instrumental sense of teaching. As such, English language pedagogy is about transformation as it is never static because it is an extension of identity.

This essay explores how and why English teachers, especially women, must unpack and honour the many facets of our autobiography that make up our experiences and identities in classroom practice. Dr...

This narrative inquiry explores a beginning teacher’s counter story experiences in a high-needs secondary school in rural China. The study examines storied data culled from interviews, observations...

This study describes the practicum-mentors’ identity in a teacher education context based on Dialogical Self Theory (DST) and the related ‘position’ and ‘I-position’ concepts. Participants were 48 ...

A growing number of countries have implemented the role of Special Educational Needs Coordinator (SENCo) as a strategy for providing quality inclusive education. While studies have examined general...

Despite the substantial growth of research on teacher identity construction in real-life contexts, little is known about teachers’ online identities, especially their identity shift from real-life ...

In the context of a study investigating a teacher learning program, DIA, designed to encourage practices of mediation and promote teacher well-being and holistic learning for students, we evaluated...

Little is known about the way that teachers cope with the formalisation of professional inquiry in New Zealand. Despite its systemic implementation as an accountability-driven initiative to improve...

Initial Teacher Education (ITE) can be viewed as a formative space in professional teacher identity development. Practice plays a key role in shaping teacher identity, providing a window into the r...

This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master’s degree programme as an identity reconstruction process. We study the participants’ experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an international learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants' stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding of their identities and practices evolved. The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of positionings and stimulates new understandings of its impact on teaching and learning processes. This study contributes to understanding the international teacher programme as a repositioning process for teacher identity reconstruction that supports local meanings and has practical consequences.

This article explores the construction of teachers’ professional identity through analysis of subjective learning experiences. In order to report on the progress of our work, we present a discourse...

The teaching profession in England and Wales has been experiencing a steady decline in its workforce, with a significant number of teachers making the decision to move abroad and teach in international schools. Teachers cite working conditions, institutional pressures and pay and conditions at home as reasons to seek employment elsewhere. Meanwhile, exploring teachers’ experiences of teaching abroad is a relatively new area of research. The growth of international schools from 1964, when there were only around 50 such schools, to 2017, with over 8,000 international schools and some 420,000 teachers, indicates a need to understand teachers’ personal and professional experiences as they navigate these different contexts. This research presents a small case study of how autoethnography can be used as a methodological tool to support international teachers in revealing changes in their teacher identity, as well as promoting the development of their sense of self-efficacy within different sociocultural school contexts. Through Julia Sahling’s autoethnographic study, this paper explores how teachers may be able to actively engage in critical reflective practice in order better to understand these dynamic transitions, as well as the implications of teaching in multiple international contexts.

In order to position the notion of identity as more central to theory and practice in TESOL, a survey is presented of how the notion of identity contributes to our understanding of the nature of the teacher self, second language learning and teacher learning in language teaching. Available theory and research is reviewed to illustrate the sources of teacher and learner identity and the multifaceted ways in which aspects of identity shape their approaches to learning and the impact identity can have on beliefs, attitudes, motivation and classroom practices as well as their use of English. Suggestions are given as to how a focus on identity can be included in teacher education courses for language teachers.

This paper focuses on the making of teachers as educational subjects within a specific socio-historical context. It attempts to create a critical ontology of teacher identity, as highlighted by ped...

This article, a qualitative case study of two early childhood teachers, examines the ways the teachers provide young English learners (ELs) with emotional scaffolding – prioritizing and mobilizing ...

Based on qualitative data generated during a faculty development program for teachers of first-year students at a Danish business school, we explore teachers’ reflections about tactically mobilizing different positions in teaching situations. We propose that positioning theory offers a promising tool for understanding teachers’ assumptions about their professional identities and, when used in faculty development programs, can strengthen teachers’ awareness that they can situationally orchestrate pedagogy by purposefully shifting between different positions. Over time, this awareness may help to develop teachers’ situational wisdom. We introduce the concept of “pedagogical positioner” to capture this meta-positioning skill. We further identify three positions that teachers can adopt when teaching first-year students: the content expert, the learning facilitator, and the supportive caregiver. Based on positioning theory, we conceptualize the discursive positions, storylines, and rights and duties that emerge in teachers’ accounts of these shifts. Finally, we discuss the advantages and limitations of reflexive and interactive positioning in teaching, and suggest how awareness about different positions might be fostered through faculty development programs.

This paper critically surveys four typologies that have been used to identify and understand international school teachers. The critique highlights two main limitations with the typologies. The fir...

In an increasing number of countries, the Special Educational Needs Coordinator (SENCo) plays a key role in implementing inclusive provision for students with special educational needs. Existing li...

This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher’s professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional militants and the national government, characterised by long-lasting curfews and the destruction of buildings and homes. This study provides insights into the formation of a new teacher’s professional identity when working within a conflict region. Written narratives, informal interviews, observation notes, university supervisor observations and a teaching diary were used to examine the developing professional identity. The findings suggest that, in extreme circumstances, individuals may adapt and find ways to mitigate the effects of a challenging community and other disadvantages. Imagined identity can play a powerful role in mediating external difficulties encountered in identity development.

This article explores how teachers were discursively positioned in England following the formation of the Coalition government in 2010, using a corpus-assisted critical discourse analysis of 363 sp...

Academics have multiple identities, and their professional identities can sometimes be fragmented. This can lead to identity tensions and hinder their development as teachers. Our data consists of interviews with seven academics at a research-intensive university and the teaching portfolios created during their teaching practicums. All academics participated in 2 years of pedagogical studies, wherein teaching practicums played a central role. Their teacher identities developed significantly during the pedagogical studies. We examined the narratives two academics—Matti and Kari—that chronicled their development as teachers. Initially, Matti and Kari presented bias towards the pedagogical training. We found that the key features of their teaching practicums, such as a developmental project and reflexivity, facilitated the development of more holistic, relational identities. Our findings challenge some dominant views about academics’ teacher identity development and argue for the need to redefine academics’ teacher identity by taking into account the relational nature of the concept and the role of the research-teaching nexus. The study has an important implication for policy; for supporting holistic teacher-researcher development, developmental projects should be implemented as a vital part of pedagogical training.

This study explores the connection between emotion regulation and teacher identity by drawing on short stories present in interviews with four Finnish language teachers working with immigrant pupil...

Tem por objetivo evidenciar as dificuldades encontradas pelo aluno surdo dentro do contexto educacional, desde a escolarização básica até a graduação. O método utilizado foi um relato de experiência, enquanto acadêmico do curso de Educação Física, abordando aspectos marcantes desde o ensino fundamental até a entrada na faculdade e conclusão do curso. Conclui-se que é preciso maior sensibilização para o desenvolvimento dos alunos surdos, garantindo-lhes uma escolarização democrática.

O Programa Residência Pedagógica (RP) objetiva inserir o licenciando no ambiente escolar para o exercício docente. Na vigência do primeiro edital, o Núcleo Letras Espanhol/Inglês do Departamento de Letras Estrangeiras da UFPB formou um coletivo com 27 residentes, alocados em três escolas integrais, nos municípios de João pessoa e Bayeux. As atividades dos residentes dividiram-se em: ambientação, regência, observação, reuniões formativas, além da elaboração de um plano de intervenção. Em cada escola, os residentes foram acompanhados por um preceptor, responsável por supervisionar todo o trabalho desenvolvido. Considerando esse cenário formativo, objetivamos, neste trabalho, refletir sobre a construção da identidade docente com base nos diálogos de um residente com sua preceptora. Nosso corpus é constituído de relatos reflexivos, escritos pelo residente e analisados sob um viés qualitativo-interpretativista. Este trabalho apoia-se na concepção sobre identidade (HALL, 2005; BAUMAN, 2005; 2014[2001]), identidade e formação docente (TARDIF, 2002; OLIVEIRA; BOER, 2018; REICHMANN, 2015; 2013) e observação no contexto de formação inicial (BIAZI, GIMENEZ, STUTZ, 2011). O resultado da nossa análise evidenciou que os diálogos entre preceptora e residente contribuíram significativamente para a construção da identidade profissional do docente em formação, numa perspectiva crítico-reflexiva.

In the research about teachers’ professional development, there is an increasing interest in analyzing the processes related to the construction of their professional identities. However, in many s...

Este artigo tem como objetivo investigar qual o significado de formação de professores para os integrantes do Programa de Residência Pedagógica do curso de licenciatura em Matemática de uma Universidade Tecnológica Federal do estado do Paraná. Para tanto, foram realizadas entrevistas semiestruturadas com os alunos participantes do projeto. Os depoimentos dos entrevistados foram analisados segundo os procedimentos indicados pela Análise de Conteúdo, tendo como categorias a priori os Focos da Aprendizagem Docente, os quais são: (i) interesse pela docência; (ii) conhecimento prático da docência; (iii) reflexão sobre a docência; (iv) comunidade docente; e, (v) identidade docente. Mediante esta investigação foram encontrados significados relacionados a progressos pessoais, estabelecimento de valores, vivências possibilitadas, reflexões deflagradas, questionamentos evidenciados, participações realizadas, aprendizados ocorridos, construções elaboradas, estratégias efetivadas, saberes e conhecimentos inerentes ao professor.

In most cases, teachers are the main implementers of educational reforms. These reforms, however, cannot be effectively accomplished unless schools create best-fit environments that enable teachers...

This paper discusses the effects of an experimental fieldwork course. The course incorporated cultural responsiveness and action research to impact the future teacher identity of students in a teac...

This paper responds to Bailey and Cooker’s (2019) paper entitled ‘Exploring Teacher Identity in International Schools: Key Concepts for Research’ in which the authors offer a typology of international school teachers based on interviews with non-qualified teachers. This paper builds upon the typology of international school teachers by offering a framework for researching international school teacher identity. The framework is illustrated by interview data with an expatriate teacher in a Chinese Internationalised School, both of which remain under-researched. Chinese Internationalised Schools typically cater to local middle-class elites and offer some form of international curricula, such as the International Baccalaureate Diploma, alongside study of the Chinese national curriculum. Rather than utilising a priori teacher types derived from existing typologies, the framework utilises teachers’ lived experiences to inductively construct a ‘snap-shot’ of their teacher identity. Drawing upon postmodern approaches to teacher identity, identity is conceptualised as an ongoing dialogic process. Interview data with an international school teacher called Tyron (a pseudonym) is utilised in order to take the reader through how the framework is intended to be put into practice. The framework is an alternative approach to researching international school teachers that guides researchers away from labelling teachers by observation and instead looks at what they do and their histories. Moreover, this approach involves both the researcher and the teacher, and not, as is typically the case, only the researcher.

Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferati...

Despite the key contributions of qualitative inquiry in developing deeper understandings of people’s lived experiences within varied contexts, the field of educational psychology has not been fully...

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.