This article concerns how spaces of professional autonomy are defined and formed in Swedish higher education institutions (HEIs). Swedish HEIs have become increasingly characterised by rivalling principles of management and professional autonomy. The relational aspects of how a professional habitus is formed and negotiated in relation to…

The early phases of teachers' professional careers are multi-layered and informed by many factors, including teachers' values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers' everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies…

This paper examines video data of a high school robotics team to explore practices that empower youth from underrepresented groups in engineering to disrupt traditional boundaries around what engineering is and who is considered competent to participate in its practice. We analyze in-the-moment positioning work with a focus on care and maintenance…

Higher education institutions are expected to produce career-ready graduates who are equipped for the challenges of the 21st century. Employability experts argue that this can be achieved by integrating career development learning (CDL) into the curriculum. The informational interview helps students learn more about a career by interviewing a…

If enhancing the connection between teaching and research has been highlighted in the general English language teaching profession, does English teaching at university -- the ivory tower characterized by research -- face the same issue? And how might this affect how the profession is perceived? This study provides an in-depth examination of how…

The purpose of this study was to explore novice teachers' perceptions of professional agency in facilitating their development of a teacher leadership stance during the initial years of their work. Participants were thirteen novice teachers who had less than three years of teaching experience in Qatari government schools. Analysis of interview…

Universities implement Learning Management Systems (LMSs) with the aspiration of improving educational practice. However, LMS adoption by academics within universities vary and frequently falls short of institutional aspirations. In this study, we propose an integrated and adopter--centred professional identity perspective of LMS adoption and…

This study approaches teachers' identity development from a dialogical viewpoint, focusing on teachers' voices in a training course context about critical incidents (CIs) in teaching. The training course entailed the analysis and reflection of 15 CIs in online teaching from 12 online university teachers. The study's empirical element was 328…

Teacher leadership remains at the forefront of conversations in teacher education, with discussions on recruitment, retention, and effectiveness. Teachers are at the core of schooling, and the roles they assume and types of leadership they engage in are multi-dimensional. Teacher leadership comes in many shapes and definitions. In this sense, both…

Cocurricular student communities of practice (CoP) can significantly impact a student's construction of their professional self. This interpretative phenomenological analysis explored the perspectives of four near graduates and one recently graduated undergraduate student at a mid-size, regional public college regarding how their CoP engagement…

This participatory action research study (Herr and Anderson, 2015) explored the reading lives, reading histories, reading identities and teaching practices of five in-service English teachers involved in a professional learning network (Trust, Krutka, and Carpenter, 2016) in order to deepen our understanding of the reading and teaching lives of…

This investigation of teacher agency addresses the dual concerns of reduced teacher agency in an era of accountability tied to high stakes testing and a reduced conception of the professional role of teachers to that of an instrumentalist, restricting teachers' decisions regarding curriculum and instruction. This study has three goals: the primary…

This paper reports the results of a qualitative study that explores the perspectives of one group of parents on English language teachers' identity and practice in primary schools in Vietnam. Grounded in mixed identity theories (self and others), this study uses in-depth interviews to reveal how these parents position English language teachers and…

We present the perspectives of Portuguese pre-service teachers about a formative strategy developed to promote learning about language and literacy education. The strategy was underpinned by theories about the pedagogical content knowledge (PCK), rehearsed (or simulated) agency, the epistemology of reflective practise and assessment for learning.…

Case studies of two biology teachers, Cathy and David, from the same minority-majority, urban U.S. high school, provide insights into their instructional practices while they engaged in long-term professional development (PD). Findings suggest why science teachers engaged with PD may, or may not, adopt more adaptive pedagogical approaches in the…