This study explores the process of becoming-scientist-with, a dynamic and relational concept that redefines science identity development as a nonlinear, evolving journey. Focused on a Black male student, Travis, the study examines how his science identity was shaped through entanglements with various material and discursive forces across multiple…

As of 2024, nearly three decades have passed since Bonny Norton introduced the investment model. This bibliometric review analyses research on this model using metadata from 424 publications indexed in the Web of Science database. Employing bibliometric techniques, the study identifies and visually presents significant sources, countries,…

This book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys…

This edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this…

This study explored the co-constitutive influence of past experiences, present engagement in practice, and future self-images on the identity reconstruction of three novice language teachers. Drawing on practicum journals and narratives over a three-year period, the study explores the process of teacher identity reconstruction from the teacher…

This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers' beliefs on what it means to be a professional teacher are…

Peer learning is defined as a reciprocal learning relationship among peers for their mutual benefit. This form of learning is now commonly used at undergraduate level within Higher Education internationally. However, less is known about how peer learning pedagogies can support the education and development of doctoral researchers. Initial evidence…

The introduction of the Dialogical Self Theory in the field of education has not received the recognition it deserves. In this article we intend to prove the importance of research in DST, reviewing its main contributions to the psychology of education for the past decade. To this end, we have organized it into three thematic areas: dialogical…

This study focuses on the complexity and uniqueness of 45 beginning teachers' professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of)…

This study was an inquiry to investigate English for Specific Purposes (ESP) teachers' transitional experiences in the third space. To that end, 17 ESP teachers wrote autobiographical narratives focusing on their critical challenges in the third space and their approaches to dealing with them. The narratives were analyzed using Creswell's (2007)…

Integrating theory-into-practice is an important skill for professionals to master during their university education; however, students and educators find learning and teaching about theory-into-practice challenging. To address these difficulties 'Transition Workshops' were implemented within a Bachelor of Occupational Therapy. A mixed methods…

Despite the availability of disability resource centers and reasonable accommodations to facilitate access among teacher candidates with disabilities, research has shown that access alone may not be conducive to equitable educational experiences that promote program retention and completion. The purpose of this systematic review of the literature…

This study utilises the Identity Triangle Model (Dugas in Teach Dev 25(3):243-262, 2021, https://doi.org/10.1080/13664530.2021.1874500) to examine the experiences of one particular novice non-native Mandarin Chinese teacher at a university in New Zealand. A case study design was employed to track the identity negotiations of this European…

The article explores how Nepalese public schools' traditional hierarchy-dominated educational culture shapes teachers' professional growth and sense of identity. Through the narrative inquiry approach, I explored teachers 'professional identity development using Gee's (2000) identity framework. The data revealed that hierarchy and power relations…

Professional learning communities (PLCs) have been used among educators in higher education as a way to address areas of concern, such as reform. One such area in higher education concerns inequities in education because they impact student learning and achievement. Faculty-driven PLCs in higher education have also been focused on ensuring that…