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Background Teacher identity is defined as a continuum of a person’s self-conviction (‘Identity is something I have’) and a context-dependent action (‘Identity is something I do in a context’) (Lankveld et al. 2021). It has been identified a relevant contributor to physicians’ teaching commitment. In this study, we further improve the currently only existing questionnaire instrument (37 items) measuring physicians’ teacher identity.Methods Survey data on 147 clinicians at a German university hospital were (1) analyzed by confirmatory factor analysis (CFA). We tested (a) the model fits of the originally suggested scales and (b) potential for improvement of model fits by item reduction. As this could not reveal satisfactory fits for all scales, we (2) applied a principal axis factoring as an exploratory approach. Last, we combined findings from (1) and (2) with a theoretical item content discussion and suggest (3) reassembled scales which were again checked using CFA.Findings (1a) Two scales from the original instrument were successfully confirmed. (1b) Some scales benefited from item reduction. (2) The exploratory analysis identified three factors that explained at least 5% variance. (3) By integrating confirmatory and exploratory findings with a content analysis of the items, we propose a partially rearranged questionnaire instrument, comprising seven scales: (1) Feeling intrinsic satisfaction from teaching; (2) Feeling responsibility to teach; (3) Exchange of teaching experience; (4) Identification and enjoyment of the teaching role; (5) Development of teaching; (6) Teaching self-concept of ability; (7) Desired rewards for teaching. Four items were kept as single items.Conclusion We suggest that when assessing teacher identity in physicians, all items should be constructed to allow for responses, even from physicians who are presently not actively involved in teaching. The scales benefited from categorizing items based on the continuum of teacher identity as outlined by van Lankveld et al. (2021).

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).

The study investigated how English language teachers in Ghana construct their identities as teachers of English as a Second Language (ESL). Semi-structured interviews were conducted with ESL teachers who were selected through purposive sampling. The data was analysed qualitatively by coding, identifying, categorising and interpreting the emerging themes. It was found that the ESL teachers’ identity is defined by three elements: personal attributes, professional attributes, and contextual factors. On the personal level, the identity of the ESL teachers is characterised by passion, diligence, self-efficacy, and sense of inadequacy. Professionally, subject-matter knowledge, pedagogical knowledge and technological knowledge were found. Lastly, key contextual identity defining factors are curriculum and educational policies, classroom conditions and intrinsic motivation from learners’ success stories. The study recommends further investigation into other factors such as gender on non-native ESL teachers identity formation. Key words: Identity, teacher identity, language teacher identity, identity and teachers of English

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.

In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Based on Wenger’s [Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press] identity construction framework, this qualitative multiple case study reveals how three EMI teachers in Hong Kong and Mainland China secondary schools negotiated their identity when being supported to incorporate language teaching in their content lessons. From data collected in co-planning meetings, lesson observations and interviews, all the teachers were engaged in constructing the identity of language aware content teachers, but some of them appeared to experience identity conflicts. The contrast of the three cases reveals that teachers’ professional training, school context and curriculum requirement are important in shaping teachers’ professional identity. Teachers’ agency also impacts on how teachers negotiate their identity, especially when facing contextual constraints. These findings underscore the importance of preparing teachers both psychologically and practically in EMI teacher education. [ABSTRACT FROM AUTHOR]

Graduate Teaching Assistants (GTAs) are doctoral researchers who are paid to teach. Building on work exploring identity construction in doctoral education and in the GTA context, this study uses role identity theory (McCall and Simmons 1978) as a theoretical framework to explore the factors influencing GTAs' teacher identity development. Role identity theory emphasises the importance of social interaction and negotiation of identity with those in similar and opposing roles. Semi-structured interviews were conducted with nine GTAs from a variety of STEMM disciplines. From a role identity perspective, we found that the development of GTA teacher identities was strongly influenced by the behaviours and values of others, whilst maintaining the autonomy of the individual. We conclude with a set of recommendations for academic leadership and practice that consider the institutional cultures within which teaching and learning are situated to suggest how GTAs can be supported to develop their identities as teachers. [ABSTRACT FROM AUTHOR]

Preparing graduate students for teaching careers in academia can involve myriad approaches. One such approach is facilitating authentic teaching opportunities for graduate students. The purpose of this multiple case study was to chronicle the perspectives of four humanities graduate students as they participated in a mentored teaching experience at a community college. Specific emphases included the evolution of participants' teacher identity and how a mentored teaching experience shaped participants' future career goals. Data sources consisted of semi-structured interviews, classroom observations, journal reflections, and classroom artifacts. Participants identified the fundamental importance of mentor faculty and diverse students as drivers in their own pedagogical development and reflected on the value of interpersonal connections in education. Implications include the need for more pedagogical transparency and discussion in humanities graduate education, as well as the potential of constructing cross-disciplinary and cross-institutional collaborations to support graduate students' professional development. [ABSTRACT FROM AUTHOR]

Copyright of Teacher Education Research is the property of Teacher Education Research Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher identity stems from personal identity and one's desires relative to their professional goals as a teacher. Understanding one's personal motivation to teach is a first step towards establishing a sense of teacher self while beginning to craft a personal identity as a teacher and a teacher identity in the classroom. The purpose of this study is to explore pre-service teachers 'initial thoughts surrounding their teacher identity. This study looks at pre- and post-survey data collected during the first and last days of their first introduction to teaching course. Fifty-three pre-service teachers were asked the same survey questions on the first and last days of their first introductory STEM teaching course through which they planned and taught their first lesson. Findings suggest students gained significant insight into the role of the teacher in the classroom while also gaining greater understanding of how they see their personality aligning to the role of a classroom teacher. The results of this study indicate a recommendation to provide early field experience in teacher education curriculums. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While the research field of English-as-Medium-of-Instruction (EMI) in China has experienced growth in recent years, covering topics ranging from top-down policies to classroom implementations and teachers’ needs, there has been limited attention given to the lived emotional experiences of EMI teachers and how such experiences influence their teaching practices and identity construction. This study adopts a case study design to investigate the teacher identity of a novice lecturer of EMI in a Chinese higher education institute, examining the role of emotions in shaping EMI teacher identity. Multiple data sources, including interviews, reflective journals, and digital conversations and posts, were collected from September 2021 to June 2022. Data analysis was conducted both inductively and deductively. The analysis reveals that, firstly, emotion discourses give teachers a chance to be aware of their identity construction, and secondly, emotions are not solely individual encounters but are intertwined with social and cultural contexts. This study encourages EMI teachers to embrace their lived emotional responses and contributes to a deeper understanding of the complexities involved in the development of teacher identities in EMI contexts. Furthermore, this study provides important implications for EMI policymaking and teacher training programmes. [ABSTRACT FROM AUTHOR]

Becoming a teacher is a tricky road paved with struggles. The purpose of this reconstructive educational case study is to exemplify the complex construction of teacher identity by following the five-year journey of one student teacher in the process of qualifying as a primary schoolteacher in Finland. With the heuristic analysis of longitudinal thematic narrative interviews in the frame of Dialogical Self Theory (DST), the key results of the study make a substantial contribution by illustrating how struggles are entrenched in various I-positions of teacher identity. According to our results, we conclude that four I-positions should be carefully supported in teacher education: I as a person, I as a foreigner, I as an academic student and I as a teacher. The role of teacher education in supporting student teachers in this respect is discussed in light of the results. [ABSTRACT FROM AUTHOR]

In recent decades, school choice has become a characteristic feature of urban school systems and, like students, teachers must choose among schools with various characteristics. Such decisions become new sites for teachers to enact their professional identity. This study uses qualitative data to explore the identity negotiations of 26 teachers employed in six choice high schools in Preston, a large Northeastern city. Sample teachers worked in schools that varied based on sector (public vs. charter), enrollment mechanism (neighborhood, lottery, selective), and model (progressive, highly structured). Drawing on the concept of a role identity standard—a goal against which a person judges themselves—we found that teachers in our sample held themselves to a standard that either emphasized instruction or social justice. Some viewed their school as conducive to enacting their role identity standard. These teachers were generally satisfied with their school and conceptually supportive of school choice. However, most teachers in our sample adhering to a justice-based teacher identity standard described incongruence between some aspect of their chosen school and their professional identity. This conflict created stress and drove teachers to re-frame aspects of their chosen school so that remaining there felt more consistent with their professional identity. [ABSTRACT FROM AUTHOR]

Growing interest in STEM education and imminent curricular reform places new demands on teachers, giving impetus to re-examining how we prepare primary teachers for more integrated approaches. In addition to the acquisition of knowledge and skills, sustainable change demands the development of teacher identity, in which teachers are seen by themselves and others as STEM teachers. This paper reports on the emerging STEM teacher identities of five preservice primary teachers. Using STEM story-lines as an innovative graphing exercise, participants were prompted to reflect on key events that shaped their journey and share future-oriented narratives through drawing and storytelling, as they negotiated becoming STEM teachers. Findings suggest that although their own school experiences were varied and influential, an integrated STEM intervention was the common turning point in their STEM identity development, whereby participants aligned critical components of STEM with personal experiences and values. The reflective tools used supported identity work, by triggering a rediscovery and reinterpretation of their experiences with the benefit of increased knowledge for teaching STEM and, in turn, provided a means to re-envisage the future. [ABSTRACT FROM AUTHOR]

In light of recent protests at Drag Queen Story Hour events, this essay offers a critical examination of the role of gender performance in secondary schools and English lessons through a personal exploration of how I perform gender as a queer English teacher. I show that schools perpetuate a model of gender that is binary and heterosexist; that teachers and students perform gender in complex ways; that reading in English requires queer performances of gender; and that the professional is always personal when it comes to teacher development. [ABSTRACT FROM AUTHOR]

I consider how teachers discursively instantiate their identities through narrative work, which I frame using the metaphor of weaving a tapestry of the self, and drawing together a conceptualisation of technologies of the self with ideas around performativity, agency and psycho-technologies. I have included data from my analysis of sixteen life history narrative interviews conducted in North West England with teachers at different stages of their careers. My analysis contributes to the burgeoning area of international research which has indicated the need to better understand teachers' sense of self, and intercedes with a unique insight into re-conceptualising identity development as discursive and performative. Three key aspects are addressed: how technologies of the self are instantiated via construction of the teaching self; how this self is performed as ethical with reference to normalised educational values; and how risk to this performance is "repaired". [ABSTRACT FROM AUTHOR]

This study investigated how different dimensions of digital literacy (DL) competence were related to digital literacy practices in teaching and teacher identity. Survey data were collected from 910 pre-service teachers in China. Structural equation modelling (SEM) was conducted to analyse the data. Findings indicated that among the five dimensions of DL competence, three were significant positive predictors of digital practices in teaching, including information and information literacy, communication and collaboration, and security. In addition, digital literacy practices significantly and positively predicted teacher identity and mediated the effect of DL competence on teacher identity. The study suggests the significance of enhancing DL competence and integrating digital technology as pedagogical tools to help pre-service teachers bridge the gap between their personal use of technology and teacher identity in relation to digital literacy. [ABSTRACT FROM AUTHOR]

Pre-service teachers are required to become reflective practitioners who can adapt their skills to a range of contexts and the diverse needs of learners. Many consider the practicum experience as critical to forming values and dispositions that are essential to a professional teacher identity. This article focuses on the experiences of five White pre-service teachers who volunteered to teach in remote Indigenous communities in South Australia, specifically the Anangu Pitjantjatjara Yankunytjatjara Lands, a desert environment in the far northwest of the state. As these pre-service teachers document their experiences, we draw upon Gee's work on identity to gain insights into how they understand the "rules" of their context and their own positionality. Our research reveals the ways privilege can foster possibilities and constraints, which afford certain subject positions for these pre-service teachers. We focus specifically on a prominent theme in their narratives – "authenticity" concerning their conception of teaching and learning. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This article aims to explore the identity traits formed in the education of graduates from the Pedagogy program at the Federal Institute of Santa Catarina - Videira campus (Santa Catarina). The approach adopted was qualitative, using semi-structured interviews as a data collection instrument, guided by content analysis. Interviews were conducted with six pedagogues who graduated from the program and currently work in both the public and private sectors of Early Childhood Education in Videira. The research results indicated that the initial education plays a significant role in the process of identity formation. This finding was evident in the statements of the pedagogues regarding the impact of their education on their teaching identity. The findings suggest that the teaching identity is the result of a construction process influenced by experiences and thoughts, being formed through a continuous and endless process of experiences and reflections in education and professional practice. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

An important dimension to understand the student learning process is the professional identity of teachers, which is conceptualized as a continuous process of construction and reconstruction. In this process, teachers define and assume their roles in a specific educational context that is characterized by tensions, adjustments, and transformations. This study focuses on understanding the professional identity of higher education teachers, a field characterized by constant evolution and demands. The personal characteristics of this identity are explored, including experiences and biographical representations, as well as its interrelationship with the institutional environment. Using a qualitative interpretive approach, six teachers recognized for their pedagogical innovation and educational commitment were interviewed. The results reveal outstanding motivation and responsibility in educational work, but also tensions between personal identity and the work context, reflected in the perception of low recognition and the importance of institutional leadership. The teachers show a critical and reflective view of their work, influenced by childhood experiences that impact their conceptions of educational justice and equity. To conclude, the common characteristics of professional identity in higher education highlight the need to integrate them into professional development. The article advocates for the design of more personalized training programs and the promotion of continuous learning among peers as key elements to strengthen this identity and improve pedagogical practice.

This study employs an arts-based duoethnographic approach to contemplate the nuances of and understand the struggles that two researchers confronted in their new professional roles as art educators. The investigation focuses on how conversations, art practices, and reflective/diffractive analysis can help with understanding or processing professional identity development. The data include art practices, field notes, monthly meetings, and emails sent between February and May 2019. The main content of this article presents the two researchers’ exchange of emails and art pieces as part of the preliminary data analysis. Two pivotal elements stand out in the exploration: diffracting relationships and deconstructing perspectives that support growth and development during the process. Additionally, the investigation affirms that positive differences can be produced even though two researchers hold distinct perspectives. The methodology supports professional identity development as an ongoing and deconstructing process of searching for differences and being different.

This paper presents an approach to teacher identity heritage as a result of the implementation of a research device created through Arts-Based Research (ABR) methods, specifically with video elicitation and video essays used as research tools. Two main objectives were addressed. The first one was to establish the real relevance of focusing performance on teacher identity. The second one involved testing a new methodological proposal specifically designed for this purpose, but still useful in other contexts where heritage identity is as present as in teaching. The device, a body camera, involves a process that allows new ways to understand the creation of identities using video to encourage the production of new meanings through visual and oral data. The participants were teachers in training during their internship period. Some notions about teachers’ identity heritage were revealed, and also preserved, firstly through personal perspectives by video elicitations, and secondly through collective perspectives by video essays. Both are video structures used in ABR which mix creative experience, memories, life experiences, relationships, and links that shape the teachers’ professional identity.

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.

This article aims to investigate how the legal requirement to promote fundamental British values (FBVs) impacts Muslim teachers’ professional identity formation, utilising Interpretive Phenomenological Analysis. Semi-structured interviews were conducted with self-identified Muslim teachers, including both male and female individuals from diverse ethnic backgrounds, employed in secondary schools across England. This study seeks to interpret Muslim teachers’ experiences through Anthony Giddens’ ontological security theory. Firstly, Muslim teachers expressed pride in being British and their successful integration into society. Secondly, the meaning of Britishness was elucidated by the participants through references to the values described in the current government guidelines on promoting FBVs. Finally, the impact of the obligation to promote FBVs on the professional identity formation of Muslim teachers points to a degree of ambivalence rooted in seeking ontological security. Certain teachers adopted an uncritical stance towards FBV policy, prioritising ‘values’ within the debate and thereby normalising the discourse surrounding FBVs. In contrast, others engaged in a critical analysis of FBV rhetoric, highlighting its adverse impact on academic discussions and their professional identities. From the perspective of ontological security theory, Muslim teachers are situated in a fragile position; while the majority grapple with ontological insecurity, others exist in a realm between ontological security and insecurity.

While English for Academic Purposes (EAP) has developed theoretically and empirically over the past decades, there are few documented studies on EAP practitioners’ identities. Our study examined 12 Iranian EAP practitioners’ role identities (as one type of identity) in light of the conceptualization of English for specific purposes (ESP) practitioner roles. Adopting a qualitative approach, the study revealed the role of various contextual factors shaping the practitioners’ role identities as being EAP practitioner agents of transformative education, being a course designer and the quest for needs analysis, being a materials provider and managing the oscillations, being a collaborator and the lack of collegiate connection, being a researcher and dispositional variations, and finally being an evaluator and dynamic assessors. The study provides implications regarding how policy and planning shape practitioners’ role identities and suggests future lines of inquiry to build the associated scholarship. [ABSTRACT FROM AUTHOR]

Language teaching has the potential not only to teach language skills but also to create a peaceful learning environment where students feel relaxed, safe and valued. To achieve this goal, teachers need to develop an ideal identity that reflects their commitment to promoting peace in their classrooms. In the interest of developing peacebuilder language teachers, this study investigated the ideal identity of English language teachers as peacebuilders, the strategies they employ to achieve their peacebuilder identities, and the manifestation of peace language: hope, help, and harmony (Oxford & Curtis, 2020). The narratives of three Iranian language teachers were thematically analyzed to understand their hopeful, helpful, and harmonious experiences. Our findings indicate that teachers’ ideal peacebuilder selves are becoming ‘an encouraging teacher’, ‘a more hopeful and caring teacher’, and ‘a patient teacher’. To achieve their peacebuilder identity, they proposed strategies such as encouraging students to communicate internationally, caring about students’ success, pursuing academic studies, and improving emotion-regulation skills. The findings of this study contribute to incorporating peace in language education and developing peacebuilder language. [ABSTRACT FROM AUTHOR]

This paper presents an approach to teacher identity heritage as a result of the implementation of a research device created through Arts-Based Research (ABR) methods, specifically with video elicitation and video essays used as research tools. Two main objectives were addressed. The first one was to establish the real relevance of focusing performance on teacher identity. The second one involved testing a new methodological proposal specifically designed for this purpose, but still useful in other contexts where heritage identity is as present as in teaching. The device, a body camera, involves a process that allows new ways to understand the creation of identities using video to encourage the production of new meanings through visual and oral data. The participants were teachers in training during their internship period. Some notions about teachers' identity heritage were revealed, and also preserved, firstly through personal perspectives by video elicitations, and secondly through collective perspectives by video essays. Both are video structures used in ABR which mix creative experience, memories, life experiences, relationships, and links that shape the teachers' professional identity. [ABSTRACT FROM AUTHOR]

This Meta-Aggregative (MA) Qualitative Evidence Synthesis (QES) identified, investigated, and critically appraised examples of 'quality' Teacher Critical Reflection (TCR) in recent peer-reviewed research. The key question guiding the synthesis of literature was, How is teacher critical reflection evidenced, justified, and communicated in peer-reviewed research? The synthesis detected the importance of TCR in supporting quality teacher practice in early childhood and primary school settings. The MA element guided the choice of articles and the QES identified evidence of the intricacies of teacher critical reflection. The MA QES provides insights into sustainable and purposeful TCR. Thirteen studies conducted between 2013 and 2019 met the requirements of a four-phased MA QES and were critically appraised to inform the synthesis. Recommendations derived from this review include the importance of identifying the objectives of TCR, TCR as part of teacher identity and its impact on TCR, the significant role that social collaboration plays in TCR, and the tools that support successful TCR. [ABSTRACT FROM AUTHOR]

This qualitative study examines how academic librarians understand, conceptualize, and describe their teacher identity. The role of the academic librarian has greatly changed due to the advent of information technology. Traditionally, they were generalists, who were responsible for selecting and maintaining library collections. Academic librarian roles have evolved into web developers, information literacy (IL) instructors, emerging technology innovators, marketing and outreach coordinators, open education resources (OER) advocates, and scholarly communication experts. This research investigates the academic librarian as teacher phenomenon, how they describe their professional identity as teachers, the skills, knowledge, and competencies they teach, and their beliefs of how they are perceived by faculty. The author conducted interviews with six participants via Zoom. Using in vivo and descriptive coding, the author analyzed the interview data and three broad themes emerged: philosophy, identity, and perception. This study contributes to the literature of the importance of IL as a key facet of academic librarians' professional identity, their instructional role on campus, the increase in their teaching responsibilities, and how they describe their professional identity as teachers. Further, this research contributes to academic librarians' teaching practices and may inform LIS program administrators to update their curriculum and offer more courses on instruction, pedagogy, and learning theories. The study also illustrates a disconnect between academic librarians' lack of instructional preparedness and an increased demand for teaching among academic librarians. [ABSTRACT FROM AUTHOR]

Scholars in teacher education have observed that the dichotomy between teachers' professional and personal identities could restrain their pursuits of adopting innovative approaches in the classroom. At the same time, adopting new pedagogical approaches often contests teachers' professional identities and confidence. In this paper, we examine a graduate course on game-based learning, designed for professionals such as teachers and practitioners. While video games and game-based learning have gained attention from researchers and practitioners, they may pose challenges for many teachers. We observed that this course could provide opportunities for participants to construct their narratives in relation to gaming and learning over time. They may also reinterpret and extend their cultural worlds as part of their teacher identity. We conclude that enabling teachers to confront tensions and risks of adopting unfamiliar practices could help them transform their self-narratives. This study could inform design considerations to support teachers' adopting innovative pedagogies in future research and practices on professional learning. It is also important to acknowledge that the study had limited participant diversity and representativeness. There is the need for further exploration of teachers with different backgrounds and experiences in order to better understand the challenges and opportunities of adopting innovative pedagogies. [ABSTRACT FROM AUTHOR]

The early childhood education teacher workforce is consistently relied upon to bolster children's academic and socioemotional development in preparation for kindergarten and long-term outcomes. This is especially true of children who, historically overlooked and marginalized, are labeled "at risk." While research has focused on pervasive stressors as obstacles to these classroom professionals (e.g., teacher/teaching stress, curricular mandates, quality assessments, COVID-19), there is less research on stress in relation to the formation of teacher identity; specifically, how stress contributes to and detracts from the formation of a teacher's micro-identity, and how negative impacts of stress to the micro-identity may contribute to teachers' decisions to leave the field. Although once considered to be one of the fastest growing industries, The Great Resignation, as it has come to be known, estimates up to 25–30% of the workforce leave annually. To better understand the choices teachers make to leave the profession, the current study examined the influence of stress on teachers' microidentity by centering the voices of six Head Start teachers. Implementing a qualitative design, this investigation asked (a) Who are the Head Start teachers in the workforce today? (b) What are the particular stressors with which they contend? (c) How does the micro-identity of these teachers change as a result of stress, and what are the potential choices that follow? Results and findings indicated that Head Start teachers experience (1) stress as reality, (2) stress-shaped identities, and (3) identity-mediated choice. Implications and insights are discussed. [ABSTRACT FROM AUTHOR]