This critical autoethnography is an account of my experiences as a woman of color (WoC) academic at a predominantly White institution in the times of COVID-19 and the consequential turn to online teaching and learning. It reflects on how the pandemic has exacerbated my experiences of discrimination, marginalization, isolation, and the struggles to…

This paper explores the learning and labour of academics during the beginnings of the novel coronavirus outbreak in 2020. Our photo-based research project surveyed academics about their experiences, and makes visible the impact, of the changing built and virtual environments, on academics' practices, relationships and identities. We theorise these…

Modern leadership educators have shown an increased interest in empowering queer student leaders and making campuses more equitable for queer people. These educators help shape the policies, programs, and curriculums that directly impact how queer people experience higher education. Yet there appears to be a dearth of abundant literature on queer…

Although there are initiatives to attract individuals with STEM degrees and experiences into teaching, little is known about the characteristics and development of qualified professional scientists with previous uncertified teaching experiences becoming teachers. One approach to prepare second career certified teachers (SCCTs) for teaching is…

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…

The University of Texas Partnership in Advancing Clinical Transition (UT-PACT) was an initiative with the goal of facilitating a better integration of undergraduate and professional skills studies in preparation of students for careers as physicians with reduced student indebtedness, timely entrance into the medical workforce, and professional…

Despite the fact that high-quality preschool education is empirically acknowledged to facilitate short- and long-term personal, social, cognitive, and economic benefits, the professionals who teach preschool experience overwhelmingly poor working conditions that have historically been present as the role of childcare worker persisted throughout…

In an era of data saturation, teacher educators have yet to address the problem of how to develop the critical statistical literacy of practicing teachers. This study contributes to our understanding of teaching learning, specifically considering how designed materials can make visible the identity work of practicing secondary mathematics…

Policy makers increasingly call on higher education to prepare learners for challenges such as global health emergencies or ecological crises. These can be understood as 'wicked problems', which are unbounded, complex and resist simplistic definition. Wicked problems involve stakeholders with incompatible value positions and attempted solutions…

Despite the series of documents by the sacred ecumenical council and replete research enumerating the two-dimensional focus of Catholic schools: faith and academics and its collaborative nature, Nigerian (southeast) Catholic primary and secondary schools are continually experiencing activities of disharmony between Catholic identity and students'…

Academic freedom constitutes an integral part of traditional university values that ensure the proper functioning of universities in pursuing truth and inculcating civic values. In a globalized world where Higher Education (HE) policy is the result of the interaction of local, national, and international levels, the positions of international…

Language teacher identity (LTI) plays a significant role at various stages of a professional career. Yet, teacher preparation programs address LTI differently. The Certificate of English Language Teaching to Adults (CELTA) is the most widely recognized initial qualification. Examining how LTI is constructed during and after the acquisition of the…

This study aimed to investigate how English teachers' identity (ETI) levels vary based on different sociodemographic backgrounds in Algeria. To this end, a survey research design was adopted by utilizing a questionnaire as research instrument: The first of section elicits information about teachers' background information, including age,…

Teachers are regularly confronted with paradoxes in their profession: clashes between different sets of values, their roles and their personal authenticity, the desire to be open but also detached, and the willingness to encourage students to have their own opinion but at the same time to obey and adapt. In this article, we investigate paradoxes…

This study explores "non-native" English teacher identity development, and identity in practice in a multilingual international school in Thailand. Guided by the teacher's personal interpretative framework (Kelchtermans, 1993) and identity-in-practice theory (Varghese et al., 2005), the study employed a narrative inquiry design using…