Background: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers'…

Through an instrumental case study from a critical feminist lens, we explored college student gender and leadership identity development in a gender and leadership focused course. We examined FemCrit perspectives on knowing (exploration of socialization), being (reflection on identity development), and doing (recognition of gender performance and…

Despite a surge of research interest in teacher identity in both TESOL and general education, there is a lack of attention to the role of metacognition in language teachers' identity (re)construction. Informed by the integrated framework of metacognitions comprising metacognitive knowledge, strategies, and experiences, this article reports on four…

In China, many special education schools are or have been rebuilt into resource centres. To support the national program of 'Learning in Regular Classroom' (LRC), these centres often recruit teachers in special education schools to serve as special education itinerant teachers (SEITs), who travel across regular schools to provide specialised…

Tutors working in colleges of education in sub-Saharan Africa are responsible for teaching, and inspiring hundreds of thousands of aspiring teachers. Yet they have received little attention in the literature, often being depicted as a conservative cohort of professionals, unprepared for their role, yet resistant to change. This study reports on…

This study uses teacher identity as an analytic lens to explore how pre-service teachers' professional identity developed during teacher education and to examine what aspects of teacher education promote the development of teacher identity. Guided by the teacher's personal interpretative framework and utilizing a narrative inquiry with a…

This study advances our understanding of the role social studies methods courses can play in supporting pre-service teachers' development of their awareness of civic identities. Specifically, this study examines the use of interactive civic activities in developing preservice teachers' awareness of how their civic identities shape their social…

Health science courses aim to prepare students for the demands of their chosen profession by learning ways appropriate to that profession and the contexts they will work and live in. Expectations of what students should learn become re-contextualised and translated into entry-level curriculum, with students operating as a connection between what…

This paper is both a reflexive report on an attempt to operationalise 'doctorateness' in a specific case context and a synthesis of theory from the philosophy of education and curriculum design. Using the context of a new Professional Doctorate programme in Law (the DLaw) at a University in the North-East of England, it is an exploration of the…

Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers…

Experience in the workforce influences teacher educators' responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching. A four-stage trajectory…

The paper explores how novices in school-based vocational training make sense of computerized numerical control (CNC) machines. Based on two ethnographic studies in Swedish schools, one from the early 1980s and one from 2006, it analyses change and continuity in the cognitive, social, and emotional processes of learning how to become a machine…

It is often assumed that graduating engineering students readily envision what it means to be an engineer and what type of work they will be doing as engineers in the future. How can one know if this is true? This research begins to answer these questions by aiming to understand undergraduate engineering students' perceptions of themselves as…

The study investigates different models of personality and cognitive factors in teacher training courses at Teacher Training Colleges (TTCs) and universities. We used Ego Identity (EI), Professional Identity (PI) of teachers, and Self Regulated Learning (SRL) as personality measures, and Metacognitive Knowledge (MAI), Field Experience Grades…