The purpose of this research was to explore experiences of nontraditional doctoral students with impostor phenomenon (IP) at an R1: Doctoral University in the U.S. The research questions guiding the study were: (1) what are the experiences of nontraditional doctoral students with impostor phenomenon at an R1: Doctoral University in the U.S.? (2)…

The purpose of this quantitative correlational-associative study was to explore if and to what extent there was a statistically significant relationship between the personal and social identity and authentic leadership of teachers of color who are directly evaluated by administrators of color in Elementary schools in the United States. The…

This study examined the contribution of affirmative training and implicit bias on affectional identity counselor competencies among new professionals. Data were collected from June to August 2023. New professionals from across the four geographic regions of the United States (N = 92) completed an online Qualtrics survey comprised of four…

Work-integrated learning (WIL) responds to the labor market's requests by fostering students' competency acquisition and development through active methodologies and profession-oriented practices. This training system means that both academic and workplace tutors guide and supervise the student. The research goal was to identify the tutors'…

Purpose: Policy makers, professional associations and scholars continue to advocate for the integration of enhanced clinical experiences for future teachers' preparation. These recommendations reflect the growing recognition that few events in preservice teachers' education are more significant than their experiences in the classrooms of veteran…

The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. I employed a sequential explanatory mixed models design to explore the extent to which music education students experienced IP, used Facebook, and engaged in social comparison on Facebook. I explored…

This article examines the relationship between academic mentoring and "tok stori," a Melanesian orality, in a digital environment. This relationship is significant where dispersal is an unintended consequence of the way development aid intersects with academic opportunities for scholars from less developed countries, and, consequently,…

This study explores the relationship between the identity development of a school principal and the concept of social justice leadership. We examine how one African American principal used equity-focused leadership in two different high schools to improve the conditions of all students. Erikson's view of identity and Cross's conception of…

This article discusses oral history sources that give insight into how a specific group of teaching sisters (also known as nuns or women religious) reflect on their primary identity as vowed women, and their professional identity as teachers. Their identity was bound up with the fact that they had taken religious vows, and entered a congregation…

As an epoch-making event, Covid re-set understandings of teacher professionalism, raising the question what it might now mean to be a 'professional teacher'. This paper draws on data from interviews conducted in 2021 with eight academics employed in Australian teacher education programs as part of a wider study, "Critical Times: Producing the…

In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding discipline-specific teaching and learning in K-12 classrooms. With new and revised chapters, the book outlines disciplinary literacy professional learning that not only supports the…

Teacher assessment identity (TAI) is an integral element of quality assessment practice and professionalism, which has been widely overlooked in teacher education research. To bridge this gap, the present study explored the dynamism of TAI through an explicit training course. To do so, 22 novice and experienced Iranian EFL teachers completed a…

This collaborative autoethnographic study explores how three female university English teachers in critical friendship navigated professional identity tensions related to the ideological biases of male faculty members implying that women do not belong in academia because of their gender and the responsibilities it entails in an African context. In…

The opening of a new high school is an exciting time for students and teachers alike. Teachers learn to collaborate, to experiment, and to shape the systems and structures they desire as a professional community of educators. As the role of the teacher continues to evolve, how we conceptualize the professional educator, and how we act on those…

This article presents the results of collaborative autoethnographical (CAE) research that investigated the group dynamics and processes of an undergraduate student, a post-doctoral fellow, and two senior administrators engaged in a students-as-partners (SaP) project. The CAE methodology allowed us to systematically, collaboratively, and…