This chapter provides an analysis of the institutionalization of SoTL at University College Cork in Ireland, offers some guiding questions to help individuals or groups reflect critically on their own SoTL institutionalization journeys, and suggests implications for further research on how institutionalization processes inform academic identity…

In recent years, as evidenced in the transnational proliferation of codified competence frameworks for teacher education purposes, we have seen the increased politicisation and regulation of the task of teaching and what it means to be a teacher. Making the case for an ethico-political conceptualisation of teacher identity and, using a…

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,…

In recent years, we have seen an increased politicisation and objectification of what teachers should know, what teachers should do and who teachers should be while they are doing it. While evident across the continua of teacher education, such politicised constructions are particularly acute at initial teacher education. Given such attention to…

This article discusses oral history sources that give insight into how a specific group of teaching sisters (also known as nuns or women religious) reflect on their primary identity as vowed women, and their professional identity as teachers. Their identity was bound up with the fact that they had taken religious vows, and entered a congregation…

The Irish higher education sector is undergoing transformation as many Institutes of Technology (IoTs) become Technology Universities (TUs). This paper aims to explore lecturer identity in higher education in the context of recent contract structure recommendations by the Organisation for Economic Co-operation and Development (OECD) for lecturers…

This article answers the call for more research on Millennials' experience of the graduate transition to work (GTW). Using an identity perspective, it investigates how Millennials explored and developed their career identities after the GTW, with a particular focus on traits often associated with younger generations such as boundaryless, protean…

This article examines how the crisis of COVID-19 became a crucible, or a means of transformation, for global educators. How teachers leverage their lived experience of teaching through the implications of COVID-19 to transform identity and practice is a new phenomenon, a merits examination. Through a collection of interviews, the ways in which the…

For the first time in the history of the high stakes Leaving Certificate Established examination in Ireland, teachers graded and ranked their own students due to COVID-19 restrictions. In the wake of the process, a questionnaire and focus group interviews explored how teachers engaged with the Leaving Certificate Calculated Grades 2020 (CG2020)…

Placement as a form of work-integrated learning is a valued element of undergraduate education. Prior work explores how placement provides a site for developing professional values, skills and competences as well as identifying how students build awareness of professional requirements. Greater focus on how such processes of awareness are realised,…

This article troubles the notion of "disturbance" in relation to teacher-artist identities within partnerships delivering arts education in schools. As such, a visiting artist/teaching artist entering an educational setting "alters" the space and forces the negotiation of professional (and personal) identities. These…

In Ireland state funded support services provide Continuing Professional Development for teachers and school leaders. These services are staffed with teachers seconded from their schools on an annual basis for a maximum of five years. This study investigated the learning and experience of teachers seconded to a national support service, the…

Irish Further Education and Training (FET) is presently undergoing a period of transformation after years of experiencing issues related to identity and precarious employment, among others. This paper explores the experiences and motivations of 16 student teachers who, despite the sectoral challenges, have chosen to teach in FET as a second…

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…

Purpose: The purpose of this paper is to report on a small-scale study to explore the impact of the COVID-19 pandemic on Irish primary teachers' evolving identities. Design/methodology/approach: Using a narrative methodological approach, the study was underpinned by Kelchtermans' (2009) interpretive framework. Five Irish primary teachers…