Teacher identity is complex, dynamic, ongoing, and worthy of examination. This study examined the perceptions of preservice teachers' personal identity (e.g., gender, race, religious background, etc.) and how they influence preservice teachers' professional identity as a subject, pedagogical, and professional expert. Participants (N = 81) were…

Continuing professional development (CPD) is a substantial, but hitherto largely unappreciated component of lifelong learning and education (LLL/LLE). CPD encourages analysis of the LLL/LLE of those with high education in early years. It draws attention to the influence of particular organisations, professional associations and regulatory bodies,…

Through examining nine Accessibility Advisors' (AAs) stories of becoming professionals in their field, this study provides an important entry point into understanding the individuals whose work is central to supporting students with disabilities within Canadian research-intensive post-secondary institutions. AAs function as Third Space…

Teaching in today's complex and competitive university environment has become increasingly demanding as teachers try to respond to the stress and burnout negatively impacting their work performance. In this environment, it is more important than ever that university teachers build resilience to overcome stress and burnout and continue a…

In Canada, many English as a second language (ESL) teachers work with linguistically, culturally, and racially diverse student populations. Increased ethnic and racial diversity and shifts in the linguistic landscape in the classroom indicate a great need for pedagogical frameworks that account for learners' linguistic and cultural diversity. In…

Grounded in an analysis of interviews with migrant farm workers in Canada, this article explores how learning in the everyday contexts of temporary transnational labor migration is implicated in both migrant identity formation and the social reproduction of an established and growing labor migration regime. The article focuses on thinking through…

This longitudinal research study explores the pedagogy of multiliteracies in the first professional 4 years of teaching by recent education graduates in Ontario, Canada. Within this longitudinal study, the philosophical foundations of identity and worldview of practicing teachers are illuminated as being pertinent to how these teachers reflect…

The practicum experience is a crucial moment of learning for a pre-service teacher (PST). At the heart of the experience is the relationship PSTs have with their cooperating teachers (CTs). To examine how this relationship was negotiated during the practicum, this article applied Cortazzi's analysis of narrative approach to stories told by 13…

There has been increasing research attention on teacher educators in recent years; however, the dynamics of this research area have not been examined through bibliometric analysis of the relevant studies. This study aimed to perform a systematic mapping of the trends in research studies on teacher educators through the bibliometric data obtained…

Interpretive and narrative research approaches, the experiences of academic administrators other than deans, chairs, and presidents, and academic identity work beyond graduate students and beginning professors are all areas that are underrepresented in the literature on higher educational administration. This article builds on recent narrative…

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…

Self-portraits are a genre of art, but also constitute artefacts of identity. This research explores student-created musical self-portraits produced by more than 150 generalist teacher education students (preservice teachers) in Ontario, Canada over a period of three years. The self-portraits were completed and submitted as an assignment at the…

Purpose: This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and professional identity. Design/methodology/approach: A series of semi-structured focus groups were run…

Based on interviews with 31 academics and 5 nonacademic partners, this article explores the experiences of academics in commuting couples, or those who live apart for work-related reasons. Using identity theory as a guide, this article explores how participants navigate their competing identities of academic and partner (and, for some, parent) to…

New vocational education and training (VET) teachers in Quebec (Canada), as in other countries (e.g., France, the Netherlands, Norway, Sweden, Switzerland, the United States), face specific challenges and experience an atypical process of entry into the teaching profession. In addition to the known professional induction challenges, which requires…