The outbreak of COVID-19 witnesses a sudden surge of fully online classes globally. Scholarly attention has promptly shifted to explore the personal experiences and perceived challenges of students and teachers. For English as a Foreign Language (EFL) instructors around the world, many are required to teach online for the first time, yet studies…

Although there are initiatives to attract individuals with STEM degrees and experiences into teaching, little is known about the characteristics and development of qualified professional scientists with previous uncertified teaching experiences becoming teachers. One approach to prepare second career certified teachers (SCCTs) for teaching is…

The article explores how space for professional agency is structured and used by teachers in collaborative professional development. Taking an ecological perspective on teacher agency and using a case study of with multiple data sets, the analysis identifies two patterns of agentic orientations. The conclusions discuss limitations associated with…

Learning to teach is a culturally situated activity. As teachers learn, it is important to understand not only what teachers learn, but how they learn. This article describes a qualitative case study of a subset of four teachers' learning during a professional development surrounding a plate tectonics curriculum. Using qualitative methods, this…

This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers' thoughts, identities, and…

In this article, we examine the "entrepreneurial self" as a response to prevailing neoliberalism in higher education. We draw on positioning theory to explore a case study of an academic language and learning (ALL) advisor at an Australian university. ALL advisors work closely with students and academic teaching staff to develop teaching…

Institutionally implemented learning technologies are often not adopted or are underused by academic staff. We aimed to better understand this problem by drawing on the notion of professional identity to explore the challenges academic staff experienced when they were to adopt a replacement learning management system (LMS). We describe a single…

This paper explores the interconnectedness between Australian teachers' literacy practices and their pedagogic identity during the global pandemic. In doing so, the paper presents pedagogic identity as a dynamic, ever-evolving construct involving teachers and their teaching environment. Findings are reported from a case study of early years and…

This paper examines the complex interweaving of the 'personal' and 'professional' in the affective labour of teachers. In line with theorisations of affective labour, contemporary school-teaching involves practices of self-work and self-making, as much as practices of curriculum and pedagogy. One emergent form of self-work, reflective of…

This article investigates the correlation between emotion and eventual identity change of five teachers learning drama for ELT, a project that involved the author as a drama expert and researcher. It argues that the participants' attribution patterns, regulated by their teaching beliefs, lead to particular emotional responses to the teaching…

Counseling embraces creativity. As counselor educators, creativity is an opportunity to model vulnerability, identity, integrity, and connectedness (Palmer 2017) for students. McCarthy "Journal of Asia Pacific Counseling," 7(1), 37-45 (2017) posited questions about the infusion of creativity into the counselor education classroom. This…

While there has been increased scholarly interest in the translator trainer's competence, the translator trainer's professional identity, that is, how they conceptualise their work and roles in daily teaching practice, remains an unexplored area. This multiple-case study aims to fill this gap by examining four university translator trainers'…

There is now a general acceptance that schools need to prepare students for the realities of a globalised world, which necessitates developing intercultural competence. Such an educational mandate is felt particularly keenly in internationalised schools, where the work of teaching and learning involves the negotiation of diverse cultural…

The COVID-19 pandemic has shifted the contextual matters of education at all levels, for example, geographic location, community engagement in education and socioeconomic factors, to mention some contextual matters. Awareness of these matters stimulates critical reflections on the depth of preservice teachers' pedagogical content and pedagogical…

Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the…