Identity in the making: The influence of context on mobile teachers’ construction of a professional identity

Abstract

Teacher mobility has been increasing. We sought to document professional identity construction processes by mobile teachers, who experience many challenges – both as migrants, and as foreign teachers – while abroad, challenges which are reflected in how they construct a professional identity. We conducted a comparative analysis of two groups of teachers who were engaged in teaching programs through national or organizational initiatives in two different continents. Finding suggest that context was crucial to teachers’ expectations and perceptions of their role, and clearly impacted on the strategies they chose to construct their professional identity. A thorough understanding of how mobile teachers construct their professional identity demands recognition of varying contexts, as well as teachers’ initial work environment.