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This qualitative study, based on semi-structured interviews, analyses the emotions of six (n = 6) pre-service teachers (PSTs) enrolled in a Chilean full-year education programme through metaphors they used to describe the process by which they became professionals. Findings suggest that pre-service teachers understand emotions as burdens, tools, and sources for self-knowledge. Metaphors also indicate that teacher training might be experienced as a shifting and hostile proof that challenges their self-conceptions, impelling personal adaptation and learning. Accordingly, this study shows that candidates employ metaphors to create professional knowledge, review past experiences, and develop identities. Lastly, it is also suggested that integrating metaphor-based work during the training might help PSTs to build narrative agency and gain valuable insight into their processes. [ABSTRACT FROM AUTHOR]

This paper considers the way a world history teacher structured his world history class around his perception of student needs. Part of a larger project, this single case study highlights the teacher's efforts to make his curriculum relevant to his students largely from minoritized backgrounds. The researchers analyze the ways in which the world history teacher struggled to prioritize his students' lived experiences. [ABSTRACT FROM AUTHOR]

This paper employs Cultural Historical Activity Theory (CHAT) as an analytical heuristic in exploring the internationally prevalent situation of teaching out-of-field. Drawing on interview transcripts, we use CHAT to frame the activity of a young teacher teaching mathematics out-of-field in a small rural K-12 school in Australia. We identify and map some important elements and tensions of out-of-field mathematics teaching, how these tensions change over time and how this activity interacts with in-field teaching. Finally, we consider emotions and identity in relation to the structural elements of CHAT mediational triangles to more fully explore and represent some of the complexities of teaching mathematics out-of-field in a small rural school and implications for responding to the out-of-field phenomenon. [ABSTRACT FROM AUTHOR]

This study was designed to understand the multi-layered aspects and conflicts that shaped the identity development of English language pre-service teachers in Chile. This longitudinal, multiple case study research investigated the identity trajectories of seven EFL Chilean pre-service teachers over an 18-month period. Data were drawn from a range of sources, including semi-structured interviews, analysis of recorded lessons, and pedagogical artefacts. Framed by a sociocultural perspective, student teachers' perezhivanie and lived experiences were examined. This work found that the transition to a developed English language teacher identity was a slow and recursive process and shaped by multiple interactions and situations of conflict in practice. Strong and conflicting emotions of joy, self-fulfilment and frustration, anxiety, and self-doubts were recurrent. These findings contribute to the understanding of how English language teacher identity is developed in the Global South. [ABSTRACT FROM AUTHOR]

Introduction: Tanzania, like other developing countries, has adopted numerous educational reforms geared towards addressing challenges rooted in either the colonial or post-colonial educational systems. However, the influence of these reforms on teacher professionalism is seldom studied. This study, therefore, gained insights into how the secondary education expansion policy related challenges affected teachers as teaching professionals. Methods: The qualitative case study design was adopted in order to capture the holistic overview of the phenomena under exploration. Individual interviews, focus group discussion, and document analysis were utilized for gathering data. The main participants were teachers and school principals who were purposively selected from the Iringa region, Tanzania. The region promptly managed to build at least one secondary school in each ward (i.e., at least two villages) as per the government's expansion enactment directives. Results: It was revealed that the inadequate enactment of the expansion policy adversely affected teachers' self-beliefs about their own teaching aptitudes, their apathy towards teaching, as well as their social status. These issues undermined successful implementation of the policy itself. Discussion: The study adds to a growing body of literature around how teachers "construct" what secondary expansion means for them as both effective and ethical professionals. [ABSTRACT FROM AUTHOR]

The shortage of special education teachers globally has created the need to understand how this group views itself, especially at the preservice stage. Understanding special education teachers’ identity construction could assist in providing teacher education that attracts and retains more special education teachers. However, little attention has been paid to preservice special education teachers’ (PSETs) identity formation. Utilising Gee’s discursive approach to identity within an interpretive qualitive paradigm, this multiple case study collected rich data via semi-structured individual interviews and weekly reflective writing from 10 PSETs in China over four months of school-based practicum. Analysis of data showed that the participants (re)constructed the Discourse of being special education teachers in and through enacting the four sub-Discourses of advocate, teacher, professional and learner. Drawing on the findings, it is argued that PSETs’ identity (re)construction during practicum involved continuous negotiation between their practicum experiences, their own personal discourses and dominant social discourses about special education teachers. Implications for policy and practice are discussed regarding improving specialist teacher preparation programmes and raising special education teachers’ social status. [ABSTRACT FROM AUTHOR]

In addition to the mounting stresses associated with teaching in the UK resulting from decades of neoliberal reform (Ball, 2021), lesbian, gay, bisexual, transgender and queer (LGBTQ+) teachers experience a range of challenges to their professional identity from institutions that perpetuate the gender binary and hegemonic heteronormativity. Consequently, there is an urgent need for a deeper understanding of how these teachers can be better supported to thrive in education settings. To begin to address this, this pilot study employs the Power, Threat, Meaning Framework (PTMF) with five LGBTQ+ teachers. The main findings from this study are that teachers experience power as a form of self‐surveillance and policing but also positively, as a tool to reclaim space for positive representation. Threats came principally from media and parents and impacted participants' sense of inclusion/exclusion in practice. Finally, participants made meaning of their experience through channelling their LGBTQ+ activism into EDI leadership roles, reclaiming space as a role model and using visual tokens to prompt 'micro‐moments' of connection. The results of this study demonstrate the potential of the PTMF for future research to support LGBTQ+ teachers in practice and that the rigid nature of the framework may benefit from a more holistic approach to data analysis. [ABSTRACT FROM AUTHOR]

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). [ABSTRACT FROM AUTHOR]

Internationally, vocational education occupies a paradoxical space. Seen as critical to powering a nation's economic growth, it is often neglected and marginalised in favour of general academic education. Also paradoxically, the success of vocational education is thought to be underpinned by high quality teachers and teaching while the voices of these teachers remain largely absent from policy discussions and from the international literature. Therefore, this paper reports the results of a study that gives voice to a vocational education English language teacher in China. Using a narrative approach and grounded in a framework of teacher identity construction, the paper presents three short stories that describe how one of the participants in the study, Selina, confronted and contested the marginalised identities assigned to her as an English language teacher in a vocational education college in China. Results show that she exercised agency in ways that allowed her to position herself, and to be positioned by others, as a useful vocational education English language teacher. These results can help to raise awareness amongst stakeholders, including policy makers and leaders of vocational education institutions, about how they can support and sustain vocational education English language teachers as they construct their personal and professional identities in China and around the globe. Implications for teacher learning and suggestions for future research are considered. [ABSTRACT FROM AUTHOR]

The internationalisation of education poses local challenges for training pre-service teachers to navigate new and unfamiliar education contexts. For Chinese language teachers in Australia and beyond, undertaking initial teacher training has been informed by China's wider agenda regarding the worldwide promotion of Chinese language. Building upon Dialogical self theory, this paper adopts traditions from autoethnography to unpack a Chinese novice teacher's learning journey during a placement in an Australian Chinese language learning classroom. We focus on the lead author's conflicted identity and how this identity was positioned and repositioned in response to contexts and through dialogue with the self and with others. This paper offers an alternative approach to understanding pre-service teachers' learning and professional development, providing insight into how the practicum can be improved to better support Chinese international pre-service teachers who are navigating unfamiliar contexts. [ABSTRACT FROM AUTHOR]

In a globalized world with increasing international migration and encounters of difference, education is presented with new challenges and opportunities regarding diversity, including teacher diversity. This paper focuses on teachers with immigrant backgrounds and explores how they potentially add constructive diversity to the receiving country's education system. The empirical setting of this paper is Singapore, an Asian city-state seldom featured in teacher diversity research. Drawing from a broader study involving online surveys and qualitative interviews, this article examines the discourses of five immigrant teachers chosen for their insightful perspectives. We found that the teachers consciously engaged their foreigner/outsider identities by drawing on their biographical and educational backgrounds; they sought to add value to aspects of the Singapore school system which they perceived to be lacking, while negotiating with dominant values and teaching practices. Their negotiations, however, remain delimited in significant ways. The paper argues that immigrant teachers represent an undertapped and underappreciated resource for greater educational diversity in Singapore and beyond. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences 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.)

High-quality teacher education plays a crucial role in the development of successful educational systems around the world. However, educational systems face challenges in relation to attracting and retaining excellent teachers. To meet teacher shortage, the Swedish government introduced alternative programmes that are more flexible than traditional teacher education. This paper aims to analyse a one-year governmental teacher education initiative and provide deeper insight into career changing student teachers´ as well as newly graduated teachers´ transition into the teacher profession. Research questions asked were which students choose to become teachers, why individuals from other professional backgrounds choose to change career and become a teacher, and what aspects student teachers emphasise as crucial for developing their professional identity as teachers of their particular subject content. As such, the results might give implications for the way student teachers are recruited to teacher education programmes and how newly graduated teachers can develop professionally. [ABSTRACT FROM AUTHOR]

This article is an autoethnographic study of the emotions and identities of a foreign language teacher in an Australian university while I was struggling with a heavy teaching workload due to the impact of the COVID-19 pandemic. Using self-narrative data of emotional experiences related to my teaching, I examine how my emotions and identities are related to the context of my work. My two different identities as a teacher were in conflict, which triggered clashes between those identities and my teaching actions, and negative emotions. My teacher identities were affected by ideologies espoused in university policies, as well as by my values and beliefs about teaching based on my past experience. My identities and emotions were also affected by the power of the higher management of the university and by my positioning of self. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The purpose of this article is to identify and understand the voices and I-positions of Francia, an experienced Chilean educator, in a critical incident that proved fundamental in her identity construction. The adaptation to a school institution in her novice professional development period as an early childhood educator emerges as a significant episode worth exploring. Through a narrative case study and the application of dialogical self-analysis tools, internal, external and outer voices are identified, like the I as someone postponed, the I as a protector, the I as a professional, the I as a collaborator and the school as an outer protective voice. This case highlights the tension between childcare and teacher self-care, revealing a transition towards professionalism. What stands out are collaboration and the need for professional learning in how to deal with critical situations, especially situations related to diversity, underscoring the importance of ethics and consideration of institutional contexts. [ABSTRACT FROM AUTHOR]

With the rise in globalization and transnational migration, universities worldwide are experiencing an influx of international students, some of whom choose to pursue teaching as a profession. Despite the growing presence of international prospective teachers (IPTs), they continue to be positioned as outsiders through dominant discourses and teacher preparation practices. Employing narrative inquiry, the study examined how four IPTs navigated learning to teach in a predominantly White teacher education programme at a large public university in the United States. Inspired by the podcast This American Life, the study presented three 'Acts' that illustrate the complex stories of how IPTs negotiated multifaceted ascribed outsider identities — linguistically as non-native speakers, socially and culturally as international students, and professionally as foreign employees. The study also discussed situations where IPTs' sense of agency was achieved, particularly when they embraced identity positions from an asset-based and strength-focused perspective. The study offered recommendations to teacher education researchers, practitioners and policymakers on supporting IPTs and other educators from minoritized backgrounds to join and thrive in the teaching profession. [ABSTRACT FROM AUTHOR]

AbstractThe rapid expansion of K-12 computer science education highlights the urgent need for well-prepared teachers. The Computer Science Teachers Association (CSTA) facilitates the development of local teacher professional learning communities (PLCs) through CSTA chapters. This study investigated the types of support CSTA chapters provide, how teacher leaders establish local PLCs and engage teachers of computer science, and the challenges encountered in this process. The investigation included multi-year focus group interviews with chapter leaders and teacher member surveys. The findings reveal that CSTA chapters serve as vital resources of professional support, amplify teachers’ voices, and nurture their professional identities in teaching computer science. This study provides a nuanced understanding of local PLCs for computer science educators, informing future endeavors in teacher preparation and development. [ABSTRACT FROM AUTHOR]

This study examines the experiences of 17 teacher candidates who participated in a literacy‐focused service‐learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK‐12 students. Books were shared with community members on three occasions—two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy—offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service‐learning as real‐life experiences that address community needs while simultaneously enriching the professional growth of future educators. [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.)

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. [ABSTRACT FROM AUTHOR]

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. [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. [ABSTRACT FROM AUTHOR]

This article explores the enactment of teacher identity by Chinese international students volunteering in Australian schools. Dialogical Self Theory offers a theoretical framework for understanding the intrapersonal and interpersonal nature of a teacher's identity, but lacks an analytical tool for describing self-dialogue. This article addresses this gap by focusing on language-in-use as the lens for investigating the inner dynamics of teacher identity. Descriptive discourse analysis highlights linguistic processes that shed light on self-dialogue, revealing a kaleidoscopic experience of I-positions emerging, receding, shifting and interacting within transitional identities. Findings suggest the dialogical relationships and movements between I-positions distinguish one individual's transitional identity from those of others. This article contributes to teacher identity research by illuminating idiosyncratic dialogical processes in the experience of international students becoming teachers and posits student volunteer programs as contexts within which to investigate and foster teacher identity construction. [ABSTRACT FROM AUTHOR]

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

This study explored the experiences of novice English as a Foreign Language (EFL) teachers in both formal education (FE) and non-formal education (NFE) settings, with a focus on professional identity development. It examined how these experiences contribute to the formation of their professional identity with the research question: What is the impact of vulnerability and resilience on the professional identity development of novice EFL teachers in both FE and NFE settings? This qualitative research adopted a descriptive narrative approach. Data collection was through interviews and literature review. The data collected was analysed through the use of coding and triangulation techniques. Four novice EFL teachers, two of the FE teachers and two of the NFE teachers were selected to participate in this research. The findings identified four impacts of vulnerability and resilience on professional identity development of novice EFL teachers; 1) self awareness, 2) adabtability to challenges, 3) institutional support, and 4) professional commitment.

AbstractThis multiple-case study is framed within the Global Englishes Language Teaching (GELT) paradigm, calling for a break from standard English norms in teacher education. Though relevant literature underscores the positive influence of GELT-focused teacher training on teachers’ perceptions, classroom applications remain underexplored. Thus, this study explored the long-term impact of a GELT course on teachers’ instructional practices along with enablers and challenges of Global Englishes practices in diverse settings. The findings show that teachers’ practices became more inclusive linguistically and culturally, offering insights for teachers and teacher educators keen to integrate GELT-informed strategies into their practices. [ABSTRACT FROM AUTHOR]

This qualitative case study explores how rural teachers in the Colombian periphery perceive and appropriate national bilingual policies. I drew theoretically on coloniality/decoloniality, bilingualism, and teacher agency and collected data through questionnaires and in-depth interviews from four self-contained rural elementary school teachers. Data were analysed through thematic analysis and thematic coding and yielded three research categories: (a) bilingual policies and teaching realities gap, (b) policies’ discourses and teacher identity interconnectedness, and (c) eclectic and collaborative teachers. The main findings suggest that teachers perceive bilingual education merely as English language teaching and that bilingual policies’ powerful discourses have influenced their identity negatively. Likewise, they acknowledge that the educational authorities’ expectations are distant from the rural realities, so theyrecur to various pedagogical strategies and collaborative work to teach English and address bilingual policies’ methodological shortcomings. However, these efforts suggest racialised/colonised perceptions and teaching practices that enforce global agendas and neglect local necessities. Hence, it is paramount that educational actors decolonise/deracialise bilingual policies by localising pedagogies and humanising bilingual education. [ABSTRACT FROM AUTHOR]

This study uses autoethnography to examine the development of and changes in my professional identity through my study and work experiences since I came to Australia from Japan. I am currently an academic teaching Japanese language and research in the field of applied linguistics in an Australian university. I wrote a self-narrative about my experiences and the related emotions covering the time of my arrival in Australia from Japan in 1997. Because teaching and research are the major roles in my current position, I coded the narrative for statements concerning my teacher identity and my researcher identity. After reading the narratives and repeatedly reviewing the coding, I produced stories about my teacher and researcher identities. The development and changes of my professional identity were closely linked to sociopolitical aspects of my work in my immediate teaching and research contexts and to my linguistic and cultural backgrounds. My relationships with students and research colleagues tended to trigger positive emotions and contribute to the development of a positive professional identity, whereas relationships with higher management at the university were likely to cause negative emotions and contribute to the development of a negative professional identity. [ABSTRACT FROM AUTHOR]

Despite high‐quality initial teacher education (ITE), a notable proportion of newly graduated teachers encounter a stark reality shock upon entering the profession, facing burnout and suboptimal teaching performance. While internships during ITE are often seen as a potential solution to bridge the gap between theory and practice, their effectiveness is questioned. This multiple‐case study (N = 38) delves into the ideals and attributes of teacher identities as perceived by preservice teachers in both ITE and internship contexts, with a specific focus on the role of digital technology in education. The interview findings highlight an expectation gap and a susceptibility to succumb to contextual pressures, even within the sheltered environments of internships. This study advocates for closer collaboration between ITE and internship settings to uphold the development of a sound teacher identity and sustain teacher resilience in the increasingly digitalised educational landscape. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi 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.)

Copyright of Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi 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.)

There is a universal consensus that effective English-medium instruction (EMI) experiences depend on high-quality EMI teachers with pedagogical competence, reflective abilities, as well as a sense of mission and commitment to student learning in EMI environments. However, currently, while much has been discussed about the linguistic and pedagogical aspects of EMI, relatively limited attention has been paid to EMI teachers and their perceived needs and lived experiences in multilingual and multicultural settings. This special issue responds to such a gap by curating and presenting a series of research studies focusing on various aspects of EMI teachers’ inner worlds, including their identities, emotions, and agency. It also showcases practical initiatives implemented at the institutional level or through bottom-up collaborative efforts, which seek to enhance EMI teachers’ professional competence. Based on the introduction and analysis of these papers, we provide a tentative discussion of an “effective” EMI teacher, pedagogically, socio-affectively, and spiritually. Directions for future research are also outlined for this budding and promising line of inquiry at the intersection of teacher education and applied linguistics. [ABSTRACT FROM AUTHOR]

Narrative inquiry has often been merged with other methodologies to conduct research in schools. Its interweaving with appreciative inquiry as a methodology to research within education, however, is newly emerging. In this study, which interweaves the two methodologies, narrative inquiry and appreciative inquiry are used to examine stories of teaching and explore teacher identity—an evolution of narrative inquiry that facilitates the telling of participant school stories in a focused and intentional way through an appreciative inquiry framework. This paper explores the interweaving of the methodologies and provides an example of its use. It draws on a doctoral study titled Identity as pedagogy: Locating the shadows in the sacred space between, which examined the stories of teacher identities and the ways such stories manifest in pedagogy, with a group of teachers from a common educational jurisdiction in eastern Canada. The data that emerged through the appreciative inquiry process were narratively analyzed and understood through the common themes they presented. [ABSTRACT FROM AUTHOR]

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

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This study delves into the barriers to forming teacher identity in Kazakhstan after a year of study and development. Early career teacher attrition is often seen as a problem related to personal or contextual factors. This research examined attrition as a process involving both individual and contextual elements. Based on semi-structured interviews with 38 school English teachers about their first professional career path, experiences, and expectations, the thematic analysis revealed 15 themes, which were then categorized into four main themes: higher salary expectations, status, lack of pre-teaching training, and bureaucracy. This article offers practical recommendations, including the development of programs for preserving cultural heritage and professional development, to contribute to the successful formation of teacher identity. Overall, this study discusses critical aspects of modern education in Kazakhstan, outlines the main conclusions, and explores prospects for improving the education system and supporting the development of professional identity among teachers, considering the peculiarities of national culture. [ABSTRACT FROM AUTHOR]

This longitudinal case study describes a male Korean English teacher's identity development during two years of compulsory military service. An investment and imagined communities framework undergirded the thematic analysis of emails, mobile messaging, and casual conversations. Three recursive themes emerged: English user, researcher, and hyeong (older brother) identities. The findings indicated the following: Jung's English user identity was manifested in the role of someone who was occasionally asked to perform the task of translating for the U.S. and Korean Armies. His researcher identity reflected his eagerness for further study and interest in academic issues, which was sustained through his interactions with colleagues in the academic community and military comrades. His hyeong identity, the counselor, emerged in response to military colleagues' requests for advice on English learning and the importance of English in Korean society. This study shows the need for increased attention to this under-researched population. [ABSTRACT FROM AUTHOR]

This study investigated language teachers’ emotion regulation motives (ERMs) and their identity construction in cross‐cultural contexts. Drawing upon qualitative data about eight Chinese as a second language teachers for international students through semi‐structured interviews, classroom observation, and document collection, the study identified three overarching motives and six identities of language teachers: teacher as instructor and disciplinarian who regulated emotions for improving teaching effectiveness, teacher as caregiver and observer who regulated emotions for navigating teacher–student relationships, and teacher as mediator and defender who regulated emotions for reconciling cultural differences. These findings revealed the multifaceted, discipline‐specific, and contradictory nature of language teachers’ ERMs and reflected their balancing of sub‐identities to construct their professional identities in cross‐cultural contexts. [ABSTRACT FROM AUTHOR]

The purpose of this study was to better understand threats to the wellbeing of multiply marginalised and underrepresented (MMU) teachers by unpacking the ways their multiple social identities intersect with each other and with their teacher identities. This study foregrounded the eudaimonic aspect of wellbeing, examining the extent to which the participants' needs for relatedness, autonomy, and competence are met within school systems that tend to privilege dominant societal beliefs and structures. We employed a case study to delve into the lives of two MMU teachers, Eva and George, through narrative interviews. Within their school and social contexts, they struggled to fully embrace and enact their identities. They consistently negotiated their multiple intersecting identities, which sometimes required them to conceal certain identities. Concealing sexual identity resulted in protective support for Eva, but put George's wellbeing at risk. The different ways Eva's and George's relatedness, autonomy, and competence are met and interconnected illustrate the complex nature of teacher wellbeing. Expanding the definition of wellbeing to incorporate positive and negative dimensions and underlying psychological processes, as well as implications for school leadership and district policies are discussed. [ABSTRACT FROM AUTHOR]

This article examines how inequalities of race impact on the way migrant teachers of English in Thailand articular their identity and belonging to the teaching profession and to the society they live in. There is at present a rather limited body of work on the migration of language teachers, despite the fact that mobility of teachers across conventional borders is part-and-parcel of language education in the globalised era. We report on research conducted in Thailand, whose education sector accommodates a large, varied population of migrant teachers. On the basis of 14 interviews with migrant teachers based in Thailand, the article highlights significant tension around identity and belonging, both at the professional level (identification with the teaching profession) and the societal level (identification with Thai society). The study highlights the need to balance perspectives in the study of identity and belonging in teacher migration, including the ways teacher migration may be instrumentalised as part of local inequalities. [ABSTRACT FROM AUTHOR]

Discourses of social justice are becoming increasingly prevalent in educational spaces, with rising numbers of teachers and teacher education programs expressing their aims to teach towards social justice. Yet, recent scholarship has documented the contested meanings of social justice in contemporary educational contexts. This qualitative case study aims to build upon existing literature by examining how two equity-oriented Black educators in an urban elementary school conceptualized and critiqued the discourses of social justice circulating in their school. Through thematic and discourse analysis of data generated through teacher inquiry group meetings and interviews, it examines their experiences with the language of social justice becoming associated with dehumanization and white saviorism, and it documents the equity-oriented pedagogical positions constructed by these teachers in opposition to such discourses. This analysis draws attention to contemporary (mis)uses of social justice discourses and proposes implications for justice- and equity-oriented teacher education. [ABSTRACT FROM AUTHOR]

Teacher education programs help preservice teachers develop their identities through various curricular practices, including field experiences. The COVID-19 pandemic impacted teacher education programs as they were pressed to coordinate virtual field experiences. This intrinsic case study explored how virtual field experiences coupled with structured reflection practices shaped teacher identity development of preservice Career and Technical Education (CTE) students at the sophomore and senior levels. CTE preservice teachers were selected for this study due to the inherent nature of CTE teachers to include technical and hands-on learning. Qualitative analysis of student check-in meeting reflections revealed four themes: (1) Prior field experiences shaped attitude and approach to the virtual environment; (2) Initial reluctance gave way to envisioned success; (3) The virtual environment changes relationships; (4) Additional opportunities for critical reflection contributed to building CTE teacher identity. Quantitative data from post-experience surveys indicated the impact of virtual field experiences on certain components of teacher identity and efficacy. Recommendations for practice include helping preservice teachers develop skills and confidence regarding the development of student-to-teacher relationships and providing future preservice teachers with brief, high-quality virtual field experiences to better prepare them for the changing landscape of education. [ABSTRACT FROM AUTHOR]

This paper investigates the experiences of six British-trained teachers who moved from teaching GCSE in state-funded schools in England to teach in two separate English-speaking well-established traditional international schools in Northern Europe where they began to teach the International Baccalaureate's Middle Years Programme (IBMYP). The nature of the IBMYP, with its student-centred focus and conceptual framework, deviates greatly from the dominant, typically prescriptive approach of the GCSE. The demands of the IBMYP, which are represented in the IB's institutional pillars, exert significant influence over both new and experienced teachers to induce a change in identity as they gradually shift to becoming an 'IBMYP Educator'. Using semi-structured interviews and thematic data analysis, this qualitative study examines teacher identity factors and seeks to understand the process of this identity shift. Using Goffman's Frame Analysis, the themes are presented as metaphors, helping us to realise the experience of transition, as the teachers shifted from feeling temporarily de-skilled to re-skilled. A sense of authenticity and freedom was felt to be the eventual outcome after an initial phase of being 'adrift' and in unsettled 'survival mode'. [ABSTRACT FROM AUTHOR]

Research in mathematics education has placed significant emphasis on teacher identity, particularly during teacher education, since it plays a critical role in shaping the identity of preservice teachers with regard to teaching mathematics. However, as teacher identity is context dependent, it is essential to study preservice teachers' identities in various contexts to develop expertise in mathematics teacher education. This study explored the transformation of preservice mathematics teachers' (PMTs) teacher identity orientations after participating in a video club. Concentrating on task perceptions as the indicator of teacher identity, the change in the teacher roles that PMTs would like to adopt in the future and the student outcomes they associated with these roles were investigated. The analysis of teacher identity orientations before and after participating in the video club revealed that PMTs' teacher identity orientations were transformed by their participation because the video club increased their self-awareness and understanding of the complexity of teaching mathematics. The most noticeable transformation was observed in the didactical roles and their associated outcomes. These roles were transformed from being a didactical expert aiming to develop students' affective outcomes to being a didactical expert who prioritizes students' cognitions. Although PMTs' expertise in teaching mathematics and the content of the video cases limited their orientations, the video club can simulate alternative experiences for teacher education programs aiming to support PMTs' teacher identity orientations. [ABSTRACT FROM AUTHOR]

The influence of educational reforms on teachers is scarcely investigated. This study, therefore, explored the implications of the secondary education expansion policy in Tanzania for the teaching profession. A qualitative case study approach was adopted to gain a better understanding of the phenomena under exploration. Focus group discussions, one-to-one interviews, and document analysis were used for data collection. It was revealed that strategies geared towards enhancing the success of the secondary education development policy, especially those related to producing high-quality teachers to teach the newly built schools were not fully implemented. Challenges related to the admission process for, and the delivery of, pre-service programmes adversely affected the social positioning of teachers, and consequently, their identity construction was severely compromised. Reshaping the pre-service programmes in ways that enhance teachers’ sense of themselves as professionals would make teaching an appealing and promising job, and ironically the expansion policy would be effectively accomplished.

IntroductionTanzania, like other developing countries, has adopted numerous educational reforms geared towards addressing challenges rooted in either the colonial or post-colonial educational systems. However, the influence of these reforms on teacher professionalism is seldom studied. This study, therefore, gained insights into how the secondary education expansion policy related challenges affected teachers as teaching professionals.MethodsThe qualitative case study design was adopted in order to capture the holistic overview of the phenomena under exploration. Individual interviews, focus group discussion, and document analysis were utilized for gathering data. The main participants were teachers and school principals who were purposively selected from the Iringa region, Tanzania. The region promptly managed to build at least one secondary school in each ward (i.e., at least two villages) as per the government’s expansion enactment directives.ResultsIt was revealed that the inadequate enactment of the expansion policy adversely affected teachers’ self-beliefs about their own teaching aptitudes, their apathy towards teaching, as well as their social status. These issues undermined successful implementation of the policy itself.DiscussionThe study adds to a growing body of literature around how teachers “construct” what secondary expansion means for them as both effective and ethical professionals.

AbstractWith the emerging trend of researching teacher identity from using qualitative approach to adopting quantitative or mixed-methods approach, it is essential and significant to develop instruments for measuring this construct. This paper reports on the development and validation of a measurement tool, the English Teacher Identity Measure (ETIM). ETIM is designed to measure in-service English teachers’ identity levels. In accordance with DeVellis (2017) scale development guidelines, ETIM was developed following the procedure: (a) defining the construct and identifying indicators; (b) creating item pool; (c) seeking expert advice and validating the translation. The psychometric properties of the ETIM were explored on two separate participant groups. First, the initial 24-item ETIM was piloted online with 103 Chinese university EFL teachers for factor structure. The exploratory factor analysis (EFA) resulted in a 19-item scale with four factors: (a) future perspective, (b) career perception, (c) teacher belief, and (d) self-efficacy. Secondly, the 19-item ETIM was used to collect data from 331 university EFL teachers in a provincial capital city. The confirmatory composite analysis (CCA) using Smart PLS3.3.9 software confirmed the 19-item ETIM. The applications of the ETIM are discussed, and recommendations for future research are made in this paper.