This narrative inquiry investigates an English as a Foreign Language teacher's storied experience of 30-year extensive reading (ER) implementation, with the aim of exploring the formation of language teacher identity (LTI) of this individual teacher. Two narrative interviews were conducted, respectively focusing on the holistic story and detailed…

A growing interest in teacher identity and decision-making has emerged in language teaching; however, studies where English language teaching (ELT) educators reflect on their own practice are limited. We engaged in a self-study to understand how our experiences influenced our ELT educator identity at a public university in Colombia. A…

This book analyses dominant discourses of globalisation, cultural diversity and schooling. The collection in this volume advance further the discussions on the phenomenon of globalisation, and its far-reaching effects on our world, and consider cultural diversity in its broadest sense, as it manifests itself in a globalised world. Zajda has argued…

Purpose: This research explores the pivotal role of educational research in supporting democratic civic education amid armed conflict. The study uses the recent experiences in Israel to examine how research can maintain democratic values and foster reconciliation during tumultuous times, aiming to illuminate the transformative capabilities of…

Doing the Math With Paraeducators: A Research and Development Project funded by the National Science Foundation, was designed to provide experiences to support professional growth by building paraeducator mathematical knowledge for teaching and leadership in Boston Public Schools. Providing paraeducators with sustained professional learning and…

At the heart of this essay is a series of narratives about classrooms and teaching in both undergraduate and graduate spaces. Classrooms represent geographies of Black Feminisms for the author because, above all else, a critical/ intersectional/ anti-racist pedagogy in classrooms is the practice of a Black Feminist imaginative. Black folx and…

This article explores the development of teaching identity among Teach for America (TFA) corps members through the use of storied experience. Grounded in a conceptual framework of intersectional identities, specifically Gee's notions of "institution-identity" and "affinity-identity," we consider the storied experiences of two…

This paper reports on a study that investigated Australian pre-service teachers' (PSTs) experiences in mobility programs undertaken in Santiago, Chile. Through the methodological lens of sense-making, our analysis aims to further current understandings of international teaching practicums and to examine how discursively (re)produced binary…

Occupational identity development is an important, complex component of music teacher education. Preservice teachers may experience dissonance between and/or integration of their musician and teacher identities, and scholars have found early field experiences to be important in undergraduates' transitions into the teacher role. The purpose of this…

This study focuses on the changed roles and symbolic identities of Myanmar teachers under the forces of marketisation and the privatisation of education. Private tutoring by school teachers is used as an example of what society perceives to be the incursion into education of market-oriented values that are incompatible with traditional morals. The…

Research has shown that professional agency is pivotal for understanding teachers' professional learning in different contexts. However, we lack an elaborated understanding of teachers' professional agency in the context of in-service teacher education aimed at supporting teachers' professional learning. To contribute to this discussion, this…

The transition from occupational practitioner to vocational educator means moving from the logic of production to the logic of teaching; the purpose of knowledge changes from enhancing production to enhancing learning. This process touches issues of transmitting vocational knowledge from a workplace context to a school context; it has been…

Research suggests that identity development is a crucial dimension of the doctoral student experience. This study explores what identity formations doctoral students exhibit in the doctoral journey and how these formations affect their experiences in the process of achieving a doctorate. The methodology employed was within the qualitative paradigm…

To increase the alignment between the lives of ministers serving congregations and what seminary professors think that congregational ministry is like, this study used qualitative methods to examine the themes voiced by seminary professors and graduates in ministry at five Protestant seminaries in the United States. There was some agreement about…

Teaching artists are often a central feature of arts-in-education work in North American schools. This article examines a teaching artist's engagement in one New York City school, with three classroom teachers, as part of the Philharmonic Schools program. Through a qualitative case study approach, musician-teacher partnership within one public…