By innovatively applying positioning theory with reference to a framework of willingness, capability and power, this study explored how pre-service teachers' professional identities dynamically change through the negotiation of various positions. A qualitative approach was adopted using data from six Hong Kong pre-service teachers in a teacher…

This article aims to elaborate multiple dimensions of ethical perception in professionalism and introduces novel didactic viewpoints on educational routes through which professionals learn and develop the moral competencies essential to praxis. Results are discussed from recent innovative research projects on professional didactics, education and…

Whilst teacher professional development exists in an arena of competing discourses it is commonly underpinned by a dualistic philosophical perspective. Some argue that professional development could be improved within the dualist perspective whilst others suggest a monistic alternative championing unity and connection. In this paper we argue that…

Instructional coaching in schools has historically operated as both a professional role and as a strategy used to support teachers. While the work of instructional coaching was already shifting in response to educational trends and political pressures, the conditions of the COVID-19 pandemic brought additional challenges and opportunities. The…

Many countries have a diverse early childhood education and care (ECEC) workforce, comprising educators with a range of qualifications and backgrounds. This diversity creates challenges for professional development, as educators with different qualifications (including university degrees and vocational qualifications) may have different strengths…

This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher's professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional…

Despite a burgeoning body of research on teacher identity development, little is known about how incongruities between the ideal and real-life teaching practices create identity tensions. The present study adopted an arts-based approach and examined teachers' ideal and actual teaching practices, and the associated identity tensions and related…

This paper explores the implications of grounding professional development in the Vygotskian sociocultural theoretical framework for regular classroom teachers who must deal with the cultural and linguistic diversity in their daily interactions with students. A solid conceptual framework for professional development is significant because it…

Research on inclusive education focus shows that one barrier which occurs worldwide is a lack of early training among teachers. However, little is known about the professional training of healthcare professionals who are incorporated into schools to support teachers. For the first time, we explore the perceptions of speech therapists,…

Considerable research has shown professional learning communities (PLC) within schools as a beneficial way for teachers to develop professionally within the context of their own work environment. Although the positives are often highlighted in PLC's, there is limited information as to how teachers function within these spaces. This qualitative…

In this article, I use data from interviews with three social studies teachers to consider teachers' identity development. I point to how their narratives challenge traditional linear notions of professional attainment and apprenticeship by drawing on theories from Deleuze and Guattari as well as scholars in education who have utilised Deleuzian…

Despite a surge of research interest on languages other than English (LOTE) education over the past years, there is a lack of attention to LOTE teachers' professional practice and development in higher education. To address such a gap, this narrative inquiry examines how a Romanian language teacher navigates identity tensions and seeks his…

This case study qualitatively examines the process and outcomes of teacher-initiated professional development through the experiences of an action research collective. Following the group over the course of two years, findings detail how a voluntary group of colleagues organised and experienced leading their own professional development. Through…

This paper focuses on the professional development of primary school teachers using drama to develop creative writing across the curriculum. Sponsored by the United Kingdom Literacy Association, the two-term project involved four teachers working with theatre educators to use process drama. The collaborative approach was supported by learning…

Identity transformation from teacher to teacher educator is problematic as an 'expert become novice'. The need for professional development for neophyte teacher educators is accepted. The focus of such professional learning has been on the development of an academic identity and engaging in research; the transition in identity is assumed to…