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This manuscript examines the ways that a Queer Chicana teacher's multiple identities and perceptions of race, gender, and sexuality shape her efforts to disrupt colonial models of education in the United States. Through a self-narrativization research design, the authors explore three essential dimensions of educational expectations (dispositional, ethical, and pedagogical) and illuminate concrete examples underpinning the concept of borderland pedagogy and the ways the teacher's Queer and Chicana identities served as a source of strength to redefine the classroom. In doing so, this work has implications for educators to reexamine social justice dispositions and the ethical practice of classroom expectations of diverse students. [ABSTRACT FROM AUTHOR]

This comparative case study examines the experiences of two Latinx teachers in the South-eastern United States who navigate critical social studies without substantive support in their schools. Their school spaces and experiences are myriad and overlapping, but generally the teachers describe being outside the traditional social studies curriculum, the color evasive, progressive project of U.S. schooling, and the dominant racial-ethnic categories of the U.S. South. Similar to Colomer’s (2019) articulation of the double-bind experienced more generally by Latinx teachers in the South, we found the two teachers navigated contexts that were made more meaningful and more hostile because of their presence and praxis. We name this type of double bind unique to Latinx Social Studies teachers in the South as the ambiguity of (non)belonging. We aim to center the efforts of these two teachers and highlight the ambiguities of (non)belonging that simultaneously fuel and flatten their drive to continue as critical social studies teachers in the U.S South. [ABSTRACT FROM AUTHOR]

This study draws upon critical theory for its theoretical underpinnings and narrative inquiry as a methodological tool to examine the ways that Black ESL teachers working in Intensive English Language Programs in the United States position themselves and define their roles as language educators especially with consideration of their diverse racial, linguistic, and cultural identities. Data collection consisted largely of a questionnaire survey and interviews that were conducted with seven teachers and administrators of African descent. Results suggested that teachers in the study see themselves as more than English language specialists but as role models, life coaches, cultural ambassadors, and agents of social change in ESL classrooms. Narratives showed that Black teachers' perspectives and approaches to teaching English as a second language are a valuable resource for educators seeking to incorporate race pedagogy in the ESL curriculum and improve faculty racial diversity. [ABSTRACT FROM AUTHOR]

To counteract the notion that teachers are not researchers, three clinical faculty members working in a public university in the United States joined with two undergraduate teacher education candidates to participate in a phenomenological collaborative self-study to examine how our different lived experiences within collaborative undergraduate research informed our researcher identities as teacher educators and as developing teachers. Data sources included: researcher journals, written responses to mirrored prompts, meeting notes and transcriptions of critical friend conversations. Data was analysed using cyclical coding across all data sources. The article highlights collective inquiry spaces sites as safe spaces for both teacher educators and undergraduate candidates to co-construct researcher identities; f. Furthermore, developing efficacy as researchers brought undergraduate communities out of the shadows to create a sustainable socially cohesive community of practice around research. [ABSTRACT FROM AUTHOR]

Highlights • New teachers demonstrated only a partial disruption of dominant ideologies. • Identities of resistance drew on Disability Studies in Education frameworks. • Identities of reification perpetuated ableism and justified exclusion. • Teacher preparation must address tensions between special and inclusive education. [ABSTRACT FROM AUTHOR]

Research demonstrates a disjuncture between the practices encouraged by teacher education programs and what teachers actually do in the classroom. It also informs us that the cognitive and social characteristics of individual teachers such as their attitudes, beliefs and knowledge contribute to their classroom practices. This qualitative study investigates how the teacher identity of mathematics teachers - the person's sense of who he/she is as a mathematics teacher - is related to the disjuncture between encouraged and actual classroom practices. Specifically, the study looks into how mathematics teachers form their teaching practices in the social context of their classroom interactions, and tries to understand the nature of the discomfort that teachers sometimes experience in the process of shaping their classroom role and teaching practices. The study takes a dialogical approach to identity, seeing the self as something that an individual develops through interactions between his or her core "substantial self" and context-dependent "situational selves." The qualitative data were collected from four in-service high school teachers in the United States. The study sheds light on the variability of the process of shaping teaching practices; it discusses factors in this variability, and explores how teachers develop and settle into their practices through negotiation between the substantial self and situational selves in the classroom context. [ABSTRACT FROM AUTHOR]

• Monolingual language ideologies surfaced in teacher candidates' online coursework. • Teacher candidates confronted monolingual language ideologies through reflection. • Teacher candidates leveraged their identities while navigating language ideologies. • Teacher education can be a space to confront ideologies while constructing identity. This exploratory qualitative study presents the findings of a deductive analysis of the online teacher education coursework of four self-identified monolingual English-speaking content-area teacher candidates (TCs) at a Hispanic-serving university in the southwestern United States. Guided by Clarke's (2009) framework of ethical self-formation and Ruiz's (1984) orientations to language planning, the authors examined the intersections between identity construction and language ideologies as these TCs navigated their positionalities as monolinguals preparing to teach multilingual learners. Findings revealed that teacher candidates harbored both asset and deficit beliefs about teaching multilingual learners. Implications suggest that through reflective online teacher education coursework, monolingual content-area TCs may develop agency, empathy, and a multilingual stance as they challenge deficit beliefs about multilingual learners. [ABSTRACT FROM AUTHOR]

This article aims to broaden the scope of language teacher identity research by investigating the emotional demands on teachers-in-training and nonnative English-speaking teachers (NNESTs) in particular. We examined how our focal NNEST participant, Puja, was confronted with and successfully negotiated numerous emotional challenges in her first year in a U.S. MATESOL program. Furthermore, we investigated the impact emotions had on her overall teacher identity development and how her growth as an educator was evident in her use of strategies. Following past research that viewed teacher emotions through a narrative lens (e.g., Barkhuizen, Benson, & Chik, ; De Costa, ), we created Puja's 'story' by analyzing data sources that included interviews, teaching observations, journal entries, and stimulated verbal and written reports. Our narrative construction focuses on the reflexive relationship between Puja's emotions and her subsequent identity development. While we acknowledge that emotional tensions are part of teachers' identity development (and potentially more so for NNESTs), Puja largely navigated emotional challenges in a positive manner. The article concludes with a call for new pedagogical models that help teachers develop their reflexivity and negotiate potential emotion-related challenges they might encounter. [ABSTRACT FROM AUTHOR]

This narrative inquiry traces a beginning teacher’s unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: ‘stories to live by’ and ‘stories to leave by.’ How these identity-related phenomena surface and play out in an entry-level teacher’s experiences become revealed. The stories of experience lived and told, and relived and retold, illuminate the influence of context on beginning teachers’ knowing. The interwoven nature of educators’ lives also forms a major theme. In the final analysis, the beginning teacher’s ‘stories to live by’ are no longer able to sustain her in her urban teaching milieu. Shifting occurs and ‘stories to leave by’ prevail. [ABSTRACT FROM PUBLISHER]

Four narrative fragments involving research disseminated globally – namely, United States, Israel, The Netherlands, The People's Republic of China – are used to instantiate the phenomenon of teachers teaching their best-loved selves, without becoming the curriculum themselves. Next, the development of the best-loved self-conceptualization as it emerged in Joseph J. Schwab's scholarship is traced, along with important connections to Michael Connelly and Jean Clandinin's research programme. After that, two important research questions are addressed: (1) If the best-loved self is integral to the teacher-as-curriculum-maker image, what practices might we engage in in teacher education to foster the best-loved self? And (2) How does change happen in pre-service teachers' pedagogical practices and repertoires, given the potential significance of the teacher's best-loved self-image? To conclude, the work returns to the opening narrative fragments to determine the answers that lie within. [ABSTRACT FROM AUTHOR]

Possible selves theory describes the relation between self-concept and regulation of future-oriented behaviours. This theory helps conceptualise issues related to teacher development, including preparation and retention, but few researchers have done so. The validation of a Likert-type instrument intended to measure ‘new teacher possible selves’ is described. Student teachers in the United States (n = 335) completed the new measure in their final practicum semester. Results from two confirmatory factor analyses indicate that data fit well the models of new teacherexpectedandfearedpossible selves. Limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Initiatives to increase the number of teachers of color in U.S. public schools must be accompanied by culturally relevant teacher preparation for candidates of color. This study is a cooperative inquiry (Heron, 1996) conceived, conducted, and analyzed by five preservice teachers of color and one of their professors, a white lesbian. The women met biweekly for a year to co-construct meaning from their experiences in a teacher education program. They analyzed data sources together, including meeting transcripts, autobiographical sketches, and reflective writing on themes from the data. Key findings include the complexity of teacher candidates' identities; the importance of support systems for teacher candidates of color, particularly within predominantly white contexts; the connection between teacher candidates' backgrounds and their visions as teachers; and the role others' perceptions, particularly teacher educators, have played in teacher candidates becoming teachers. [ABSTRACT FROM AUTHOR]

Research about how teachers construct practitioner researcher identities is central to teacher education and professional development because it provides insight into how teachers continue to learn about and implement practices that meet the needs of their students. The paper explores how one fourth-grade teacher (Holly) constructed her practitioner researcher identities over two years. It draws upon data gathered from a year-long Teacher as Researcher course and a monthly practitioner researcher group (Triad Teacher Researchers) associated with a Southeastern university in the United States. In particular, this paper examines moments of tension when Holly was challenged to negotiate multiple identities in order to situate herself as a practitioner researcher within multiple contexts. Findings suggest that learning to 'become' a practitioner researcher is an identity process that involves moments of tension that are best supported through a collaborative community. The paper concludes with implications about how to facilitate spaces of identity work through various types of reflective practices in courses and groups. [ABSTRACT FROM AUTHOR]

This study, through the lens of narrative inquiry, examines the lived experiences of six lesbian and gay teachers working in primary and secondary school settings in the Midwest region of the USA. The heteronormative society in which we live has lead these individuals to keep their sexual identity separate from their identity as a teacher for a number of reasons. In addition to exploring these issues, this study aims to understand what it is like to be a queer teacher in the Midwest by focusing on how they construct and maintain their identities. [Copyright &y& Elsevier]

This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ, (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a veteran English language arts teacher in the Midwestern United States. [ABSTRACT FROM AUTHOR]

This study provides a critical and close reading of The Dreamkeepers (1994), by Gloria Ladson-Billings. The paper focuses primarily on the gendered nature of "being a teacher" and "being a student" as revealed in the dreamkeeper text, while maintaining its engagement with race and culture as it is manifested in the United States context. It considers the remarkable double-voicedness of the dreamkeeper text through a Derridean understanding of dreams, memory, perception, and writing. The study concludes by inviting teachers and teacher educators to reflect upon their personal teaching images via continual engagement with the social codes that structure pedagogical relationships. [ABSTRACT FROM AUTHOR]

Individual recommendation plans (IRP) for student teaching practice were co-constructed with two methods students based on the select application of National Science Teachers Association’s National Standards for Science Teacher Preparation. Methods students completed a resume, an interview on pedagogical preferences, and a learning styles survey to determine the reform-based standards and pedagogical approaches that better fit their personal histories and identity formation as science teachers. Each case was unique with one student better meeting the Standards of “Issues” and “Science in the Community” and the other student better meeting the standards of “Inquiry” and the “Nature of Science”. Student teachers planned and taught lessons based on their IRP and were mostly successful in meeting their prescribed standards and utilizing their preferred pedagogies. However, their success in use of specific strategies supporting their approach was highly dependent upon classroom context. The use of the IRP process as a reflective tool strengthening identity formation and early practice is discussed. [ABSTRACT FROM AUTHOR]

As curriculum standardization escalates, teachers’ agency in relation to teaching to student diversity takes on increasing importance. This article draws from an international study that investigated the multicultural and antiracist teaching practices of 15 English teachers in two racially diverse schools, one in the United States, the other in Canada. Analysis of in-depth interviews and curriculum-related documents found that teachers’ agency was related to biographical elements of professional preparation, prior experiences with diversity, and generational status. The article reports on data from the United States school and offers recommendations for professional development and teacher preparation. [Copyright &y& Elsevier]

This case study used narrative inquiry to explore two novice English teachers’ experiences in the classroom and factors that caused them to leave the profession. Participants were one male and one female located in two southeastern (US) states. Data include transcripts of e-mails, spanning a 17-month period, between the participants and researcher and individual audio-taped interviews conducted by the researcher in May 2005. The teachers’ narratives of disavowal reinforce the need for strengthening induction and mentoring programs, as well as the fostering of caring, healthy work environments. [Copyright &y& Elsevier]

Abstract: This article is about the moving toward a new instruction style—a transformative model of instruction. One university instructor attempts to change her teaching strategies, and she encounters her own belief as obstacles, self-labeled her pedagogical discrepancies. Through peer feedback, reflective journal writing, and readings she uncovers the obstacles and discovers how the beliefs need to change in order to implement transformative teaching strategies. The change is incorporated into five lessons: it is easier to tell than to listen; modeling needs to go beyond a monologue; be humble and learn from the students; there are more ways to the same end; and, grading the end product or acknowledging the risk. Her lessons take on a spiral nature of learning, and incorporate detailed emotional–psychological resistance. In doing so, she gains a deeper understanding of her instruction, and becomes better equipped to prepare other reflective practitioners. The study takes place in the continental United States of America. [Copyright &y& Elsevier]

Research on how racialization operates in immigrant context, particularly in relation to immigrant teachers, is marginalized as an area of inquiry in US educational research. This paper examines how immigrant teachers negotiated ideological and resistant notions of teacher authenticity in US school settings. In particular, the author examines how female South Asian teachers contested dominant interpretations on what counted as teacher legitimacy and authority. Along with racial, ethnic and gender identities, the paper argues for the need to recognize how religious, linguistic identities and one's academic disciplinary affiliation shape how one is constructed as an authentic or less-authentic teacher. The author argues for the need to critique the narrow ways in which identities are conceptualized in schools and advocates for the need to consider heterogeneous and contradictory notions of cultural identity. [ABSTRACT FROM AUTHOR]

With additional state and national education mandates, many teacher preparation programs and public schools in the United States are increasingly bound to state and national standards. This field-tested teacher preparation course curricula integrates teacher candidates' (n=23) sense of place, place-based lesson planning, and state and national standards to provide the knowledge, skills, and dispositions to connect standardized curricula effectively to local culture, ecology, and geography. Unit plan analysis indicates the curriculum's success. [ABSTRACT FROM AUTHOR]

This poem reflects on my work as an elementary level bilingual teacher. In the poem I highlight poignant moments shared with my Latinx students. I also explore my positionality and its significance in my work as a teacher. The poem uses a fluid mixture of English and Spanish to represent the daily linguistic culture of our shared classroom life. [ABSTRACT FROM AUTHOR]

Background: The educational beliefs of medical academics influence how they act in class and thus influence student learning. One component of these are beliefs academics hold about the qualities of teachers themselves. These teacher qualities range from behaviours and competencies to more personal attributes such as the teacher's identity and mission. However, it is unclear what medical academics believe to be key teacher qualities. Therefore, this study explored the variety of medical academics' beliefs about 'teacher qualities', aiming to identify and characterise profiles of academics with similar beliefs., Methods: We interviewed 26 expert academics from two medical schools to explore their beliefs about teacher qualities. A concentric onion-model focusing on teacher qualities was used to analyse and categorise the data deductively. Within each theme we developed subthemes inductively. To gain insight into the variety of beliefs we then clustered the participants into teacher profiles according to the themes. To better understand each of the profiles we carried out a quantitative study of the differences between profiles regarding subthemes, contextual and personal factors, and analysed statistical significance using Fisher's exact- and Student's t-tests for categorical and continuous data, respectively., Results: Four profiles of medical academics were identified, corresponding to the most central theme that each participant had reflected on: the 'Inspirer', 'Role-model', 'Practitioner', and 'Critic'. The focus of the profiles varied from external constraining factors within the 'Critic' profile to affective personal qualities within the 'Role-model' and 'Inspirer' profiles. The profiles could be regarded as hierarchically ordered by inclusiveness. Educational institute was the only significant factor related to the profiles., Conclusions: Besides the relevance of affective teacher qualities, the 'Inspirer' profile demonstrates the importance of developing a clear mission as a teaching academic, centred around student learning and professional development. In our view, academics who inspire their students continue to be inspired themselves. The practical implications are described for faculty development programmes, and for the potential value of using these profiles within medical schools. In the discourse on educational beliefs, the authors argue that more attention should be paid to affective qualities, in particular to explicating the educational mission of academics.