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Maryam Khosronejad; Lauren Weber; Mary Ryan – Teachers and Teaching: Theory and Practice, 2023
Despite an increasing interest in the sociocultural aspects of teacher professional development and the recognition of context in teacher education, there is a lack of a conceptualisation of how professional learning occurs within and across various contexts. To this aim, we take up a view of professional learning that is dialogic and apply the…
Descriptors: Faculty Development, Teacher Education, Affordances, Barriers
Shavard, Galina – Teachers and Teaching: Theory and Practice, 2022
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…
Descriptors: Faculty Development, Professional Autonomy, Teacher Collaboration, Case Studies
Gray, Christina; Lowe, Geoffrey M.; Prout, Peter F.; Jefferson, Sarah – Teachers and Teaching: Theory and Practice, 2021
Through a phenomenological lens of portraiture methodology, this article explores the career experiences of a veteran acting teacher who, at the age of 85 years, remains highly passionate and dedicated to his work with younger aspiring actors. The article reveals how for this veteran teacher, his strong teacher identity characterised by a quest…
Descriptors: Experienced Teachers, Teaching Experience, Older Adults, Teacher Motivation
Molla, Tebeje; Nolan, Andrea – Teachers and Teaching: Theory and Practice, 2020
Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities--inquisitive agency; think effortfully…
Descriptors: Teaching Methods, Professional Autonomy, Teacher Attitudes, Faculty Development
Intansari Meilani, Rini; Kurniawati, Dewi; Nurfaidah, Sitti – Teachers and Teaching: Theory and Practice, 2022
Believing teachers as agents who actively make meaning about their professional identities, we depict the construction of our identity as three mid-career female English language teachers. Anchored by collaborative autoethnography (CAE) and arts-based educational research (ABER) approaches, we explored and reflected on our lived critical…
Descriptors: College Faculty, Teacher Attitudes, Professional Identity, Ethnography
Garner, Joanna K.; Kaplan, Avi – Teachers and Teaching: Theory and Practice, 2019
Scholars have called for new conceptualisations of teachers' learning that capture the complex, contextualised, and dynamic nature of professional growth. In this article, we describe the Dynamic Systems Model of Role Identity (DSMRI) that portrays teacher learning as inseparable from the complex and dynamic processes by which teachers form their…
Descriptors: Professional Identity, Systems Approach, Epistemology, Teacher Attitudes
Zhang, Hong; Yuan, Rui – Teachers and Teaching: Theory and Practice, 2019
Although research on teacher educators' identities has received increasing attention in recent years, non-higher-education-based teacher educators' professional identities are still under-researched. Informed by the third space theory perspective, this paper presents a study that investigated 139 non-higher-education-based English as a foreign…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Li, Jing; Craig, Cheryl J. – Teachers and Teaching: Theory and Practice, 2019
This research narratively explores a veteran teacher's emotions and identities in varied teacher communities within and outside a rural school in China. Based on interviews, the teacher's one-year reflective narratives and conversational records with members of an online teacher community, this research constructs and reconstructs how varied…
Descriptors: Rural Schools, Teacher Attitudes, Emotional Response, Teacher Persistence
Brunetti, Gerald J.; Marston, Susan H. – Teachers and Teaching: Theory and Practice, 2018
Scholars in recent years have studied the professional development of teachers, identifying stages or phases that teachers characteristically experience during their careers. Little research, however, has focused specifically on the professional development of teachers during early and mid-career (years 1-10), which is the aim of the present…
Descriptors: Faculty Development, Beginning Teachers, Teaching Experience, Elementary School Teachers
Mockler, Nicole; Groundwater-Smith, Susan – Teachers and Teaching: Theory and Practice, 2015
This paper seeks to interrupt the dominant discourse of action research that emphasises the celebration of achievements, paying less attention to the "unwelcome truths" that can sometimes be revealed. Building on our work in supporting inservice teacher professional learning thorough practitioner research in contexts such as the…
Descriptors: Inservice Teacher Education, Faculty Development, Inquiry, Reflection
Allen, David – Teachers and Teaching: Theory and Practice, 2016
The use of teacher peer groups is a prevalent strategy for school-based professional development and instructional improvement. Facilitation of such groups is an increasingly vital dimension of teacher leadership as a component of school improvement efforts. Drawing on a qualitative study of facilitation of teacher peer groups, the article…
Descriptors: Teacher Leadership, Facilitators (Individuals), Faculty Development, Professional Identity
Nichols, Sharon L.; Schutz, Paul A.; Rodgers, Kelly; Bilica, Kimberly – Teachers and Teaching: Theory and Practice, 2017
The goal of our project was to develop an understanding of the connections among emotional episodes and emerging professional teacher identities of first year teachers. We interviewed eight first year mathematics and science teachers. We asked them to reflect on emotional episodes and talk about how those emotions informed their teaching…
Descriptors: Beginning Teachers, Mathematics Teachers, Science Teachers, Emotional Response
Yuan, Rui; Burns, Anne – Teachers and Teaching: Theory and Practice, 2017
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of 'community of practice', the findings of the study show that AR exerted a transformative impact on the teachers' identity development.…
Descriptors: Action Research, Power Structure, Foreign Countries, Professional Identity
Thorburn, Malcolm – Teachers and Teaching: Theory and Practice, 2014
Studies of teachers' lives and careers rarely include a precise focus on subject teaching. This appears a limitation given the often strong connections there are between subject teaching and professional identity. With the intention of understanding the connections between the two better, the research adopted a case study methodology to describe…
Descriptors: Males, Physical Education Teachers, Foreign Countries, Disadvantaged
Hulme, Moira; Menter, Ian – Teachers and Teaching: Theory and Practice, 2014
International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2-6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public…
Descriptors: Foreign Countries, Beginning Teachers, Employment Experience, Professional Identity