The ‘Golden … Magazine Girl’ of D. H. Lawrence: Nancy Pearn’s Neglected Editorial Role in Lawrence’s Late Journalistic Writing

Reviewed by: The Professional Literary Agent in Britain, 1880–1920 Claire Squires (bio) Mary Ann Gillies. The Professional Literary Agent in Britain, 1880–1920. University of Toronto Press. xiv, 250. $65.00 Before the end of the nineteenth century in Britain, the Society of Authors, the Associated Booksellers of Great Britain and Ireland (later the Booksellers Association), and the Publishers Association had been created, and the figure of the literary agent had established itself firmly on the literary landscape. With a focus on the careers of the agents A.P. Watt and J.B. Pinker, Mary Ann Gillies examines this period of transition and professionalization in the book trade, providing a history of the rise of the publishing ‘middle man,’ as William Heinemann termed him – with derision – in 1893. Gillies provides a good introduction to this late-nineteenth- and early-twentieth-century landscape, but her book is effectively two extended case studies of the careers of Watt and Pinker, and their interactions with the writers they represented. For Watt, these included Walter Besant (founder of the Society of Authors), Arthur Conan Doyle, and Rudyard Kipling; Pinker numbered Joseph Conrad, T.S. Eliot, and James Joyce among his clients. Drawing on previous studies of print culture and the literary agent (including James Hepburn’s foundational The Author’s Empty Purse and the Rise of the Literary Agent) and archival research, Gillies provides interesting material on the business models of the two agents, such as Watt’s promotion of his authors. Watt arranged for newspaper interviews and photo shoots for his authors, and sent out Kipling’s autograph to fans. Publishers would approach him, seeking to commission his clients to write for the literary marketplace. Pinker played the role of patron for his modernist clients, often advancing them money in addition to providing editorial advice and representation. Literary agents, then, established themselves as a central part of the publishing business in the latter half of the nineteenth century. Gillies identifies a transition at the dawn of the twentieth century: from Watt to Pinker, and from what she perceives as the more ‘conservative approach’ of the former to the risky identification and cultivation of experimental writers by the latter. Watt mainly took on established authors, whereas Pinker championed new writers. Their difference is used as evidence to support the argument that Watt followed [End Page 303] ‘conservative business practices’ (albeit ones that meant, as the conclusion concedes, that Watt’s agency still exists today, whereas Pinker’s effectively folded on his death). This analysis is questionable – Watt may have been more cautious in his choice of clients, but his development and establishment of those business practices mark him out as a commercial innovator. It is clear that Gillies prefers Pinker (the choice of cover image itself suggests this likelihood), and her occasionally partisan approach to the subject matter sometimes occludes the more general history of literary agency in the period. This history is referred to tantalizingly in a footnote, where it is revealed, for example, that there were over twenty agents in the 1890s. A more comprehensive history of these agents, and other key figures such as Curtis Brown, would perhaps unearth a historical narrative rather different from that of transition from one individual figure to another, as proffered by the slightly over-engineered conclusion. (The coincidence of Watt’s death in 1914 at the beginning of the Great War, and Pinker’s in the modernist annus mirabilis of 1922, is a little too convenient.) Nonetheless, The Professional Literary Agent in Britain is to be strongly commended for its close attention to the most fascinating of literary mediators, and Gillies should be applauded for her careful and nuanced research of the interactions between individual agents and their clients. Between 1880 and 1920, literary agents became a central part of the book trade, and so much more than the ‘parasites’ to which Heinemann objected. Gillies does much to bring to scholarly attention their activity, practices, and impact. Claire Squires Claire Squires, Oxford International Centre for Publishing Studies, Oxford Brookes University Copyright © 2009 University of Toronto Press Incorporated

I am an author, the Chief Editor of Books at Harvard Health Publications, and the director of an annual Harvard CME publishing course. Much of my work as an editor and writing instructor is about helping healthcare professionals translate their knowledge into a powerful consumer health message. With increasingly shorter office visits, a growing trend towards prevention and self-help, and a public that is being encouraged by the availability of electronic media to do research to educate themselves health articles and books fill an important need and the public can't get enough. Despite a difficult national economic situation and the decline of print publishing, there are still plenty of wonderful opportunities for writers to publish, especially healthcare professionals who have much to offer readers. Whether you are a nurse writer, editor or reviewer, there are still plenty of excellent ways to bring healthcare information to consumers and others. Writers don't plan to fail, but they often fail to plan. Succeeding as a writer is easier if you have a plan. Many writers wait for the right mood to hit them before they'll commit words to paper. But most successful writers will tell you they write regularly – even when they are tired, sick, cranky and overwhelmed. Whether it's 1000 words a day or finishing one article for a deadline, successful writers produce-whether they feel like it or not. Think of your goals as a means to achieving success. Don't be discouraged if at first you don't reach your goals; understand that just as with an article or book manuscript, revising them is part of the process. Most writers need fantastic stories—whether they write fiction or nonfiction. I have talked to many young writers who have gone off on wonderful adventures seeking material for their great American novel. But most of us cannot drop everything we are currently doing to live among tribes in Africa or Afghanistan. And the truth is, there are many golden stories waiting to be sifted out of even the most seemingly mundane of life's experiences. Jill Grimes, M.D., a family physician, realized this about one of the routine procedures she performs during the course of her day in the office: the Pap smear. Pap smears are commonplace, a normal part of every female patient's yearly visit. What Jill became fascinated by were the stories her patients shared with her during these visits. Often these were well-educated, middle-aged women concerned about sexually transmitted diseases. When Jill attended my publishing course, she participated in “Shameless Pitches,” a session during which participants are given one minute to pitch their book ideas. When it was Jill's turn she strode up to the podium and after a quick introduction described her book, “Stirrup Tales,” about sexually transmitted diseases (her title had everyone smiling at the get-go). It was a fascinating proposal and she finished right on time, just as the buzzer sounded. One editor, who was part of the panel of judges, was so impressed with Jill's book idea, that she offered her a contract – then and there! (Stirrup Tales is now a new release from Johns Hopkins University Press, re-titled Seductive Delusions: How Everyday People Catch STDs – check out the provocative cover on Amazon.com). Jill turned her ordinary life experience into an important self-help book for the public. In preparation for “Shameless Pitches” I offer participants the opportunity to attend a workshop on how to give a great book pitch. A lot of editors refer to this pitch as an “elevator conversation” in which you have a very short time, perhaps the length of an elevator ride, to convince someone that your idea is worthwhile. This is an important skill to learn because in this busy industry, most editors don't have a lot of time to listen to new ideas. Those of you who are nurse editors understand this. You likely receive pitches all the time, and you know that pitches can get old fast, especially if they are long winded and unfocused. Many writers who speak at my course are published book authors, but not all. One graduate, Suzanne Koven, M.D., asked if she could come back to the course to speak. Suzanne had been writing online for an interfaith e-zine and was taking literature and publishing courses at the Harvard Extension School. One year had passed since she took my publishing course and she was still honing her book proposal. In her inspiring talk Suzanne pointed out that like her, most people don't find instant success in publishing. She used a football analogy; she thought of her writing goals as a way of “just moving the chain” – which is what happens in football when the offense tries for a first down. Along the sidelines, the chain is moved and marks the progress. I often think of Suzanne's great analogy, and I share it with my students at my course every year. It's important for them to know that publishing is a process. Success usually comes in the form of “moving the chain” rather than scoring a touchdown right away. A great book idea, combined with your education, training and clinical experience, add up to what publishers call platform, your entrée to becoming a book author. However, going from the idea phase to the published book phase takes knowledge and contacts. It is important to understand publishing protocols and how editors expect prospective authors to present their work for consideration. In nonfiction book publishing the author presents an idea in the form of a book proposal that includes an overview or summary of the book, a competition section describing similar books that have been published, a markets section that details the book's audience, and finally an about the author section that highlights the author's expertise. Many authors are inclined to write their books before approaching a publisher, but editors don't have the time to read entire manuscripts before deciding on their merit. Also, most editors at publishing houses are quite skilled at helping authors to shape books and often prefer to be included in the creative process. As with medicine, which has many protocols of its own, the publishing industry has accepted ways of doing things that make for a smoother process—and ultimately a better book. Imagine the chaos that would occur if an ICU physician wrote an order that read, “Give the patient something for his blood pressure—it's sky high.” No matter how highly skilled the ICU nurse might be, he or she depends on orders that follow a certain protocol. In the same way, writers must submit their work to editors appropriately. If you fail to do this, it may mean a rejection – even before the work gets reviewed. Every successful writer needs to have a long list of contacts in the publishing industry. This can be a challenge for nurses and other healthcare professionals to develop, because publishing professionals are often not part of our everyday work environment. However, if you are trying to get a book published, the next step after packaging your writing into a proposal is to get a literary agent or an acquisitions editor at a press to read it. A literary agent is a broker between the seller (you) and the buyer (the editor at a press). In the bigger publishing houses, editors usually only respond to proposals that are submitted by literary agents, because they assume the proposals will be in the correct format and ready for review. Editors at university and smaller trade presses will often read a proposal that is submitted by an author directly. It is not unusual for a literary agent or acquisitions editor to receive between 50–100 proposals a day. This makes it impossible for them to take more than just a few seconds to review each of them. Here is where establishing a personal connection with an agent or editor can make all the difference in the world. The best way for most prospective authors to do this is to attend a publishing course that offers networking opportunities with publishing professionals. Debbie Carvalko is a senior acquisitions editor in psychology and health for Praeger Publishers. She has been a faculty member at the publishing course that I direct and has made connections there with many of the authors whose books she has represented. Debbie says, “There are authors that come to the course with book proposals that are already gems, and others who have ideas that could easily shine, with a touch of editorial polish or reshaping…this is a great opportunity for me to spend quality time with budding writers.” Janice Bell Meisenhelder, DNSc, RN jump started her publishing career by taking a publishing course. As an associate professor at the Massachusetts General Hospital's Institute of Health Professions, she had a lot of ideas about what she wanted to write. However, honing those ideas and then pitching them to editors is something she focused on at the course. Janice advises others to do the same, “Taking a course will save you significant frustration as you attempt to make a dent in this highly competitive field.” Whether you take a course or network some other way, contacts are an essential part of a successful publishing career. Julie Silver, MD is an assistant professor at Harvard Medical School and an award-winning author of more than a dozen books including Super Healing (Rodale) and What Helped Get Me Through (American Cancer Society). She is founder and director of the popular Harvard CME course, Publishing Books, Memoirs and Other Creative Nonfiction (www.HarvardWriters.com), coming up on March 25–27, 2010.

This study investigates the role of international literary agents in the flow of texts and the network of relations of the global literary market. A major element of agents’ work is interlingual translation, complemented by cultural and intersemiotic translation, as they act as brokers between authors, translators and publishers located in different national contexts. In the case of literary agents promoting lesser-known national literatures abroad, the role of cultural mediation also includes managing the image of nations and cultures. The study explores the acts of translation that international literary agents undertake and commission, as well as acts of image building through such translation. The analysis is based on a case study from Turkey: Kalem Agency, the largest literary agency in the country. The discussion draws on content and discourse analysis based on interviews with the co-founder, Nermin Mollaoğlu, as well as published news items and promotional material produced by Kalem.

Purpose The juncture of integrated care and professional identity is an under-researched yet critical intersection. This study aims to support the development of integration by gaining further understanding about the professional identity of integrated care team members. Design/methodology/approach Qualitative case study methodology using observations, semi-structured interviews and focus groups was used to explore professional identity in three UK newly integrated, community teams. The cases were nursing (n = 17), therapy (n = 13) and mental health nursing (n = 3) professions. Findings All professions identified with their own professional group. Some new identification with the integrated teams was evident, although individual professional group identity was always salient. Key themes were professional role, perceived lack of understanding, defensiveness and security. Participants employed tactics to prove their worth, strengthen their professional identity and counteract perceived threats against their profession. Practical implications Profession specific identities should be recognised and nurtured to reduce defensiveness and counteract threat. Differences between professions should be acknowledged and space given to improve understanding between professions. When individual professional identity is supported, team members can start to form a new, additional identity within their integrated team. Originality/value Identification with professional in-groups was based on security, not discrimination against other professions. Professional groups didn’t feel understood by other professional groups but still maintained respect and recognition for their expertise. Tactics employed to counteract professional identity threat included proving how busy they were.

The paper focuses on Simon Frank’s relation to Vladimir Solovyov’s religious and philosophical ideas. The use of historical, critical, and textual research methods enables to analise possible influence of those ideas on Frank in different periods of his creative biography. It is stated that despite an apparent fundamental difference in perception of Solovyov’s philosophy by the “early” and “late” Frank, in fact, his changing attitude to Slovyov was not so radical. The article also presents here an archival manuscript - by Simon Frank’s report on Vladimir Solovyov - that has not been known before. The text, having been taken into account of other sources, is attributed as the paper read on November 15, 1925 in Berlin. On the basis of analytical study of this text, as well as the paper “Die russische Weltanschauung” published in 1926, it is concluded that Frank almost invariably kept his critical position towards a number of certain features of Solovyov’s philosophical conception, and towards his abstract rationalism in particular. However, in the mid-1920s, and not only in his latest works, Frank defined Soloviev’s worldview - as well as his own – as panentheism and justification of the idea of Divine humanity.

Today, there is much academic discussion about how journalism and journalists are affected by rapid change and convergence in the work context. Considering the fundamental transformations of the media ecology brought about by digitization and the advent of social media, it has been assumed that journalists are more or less compelled to reinvent their professional role and identity. We know a good deal about how social media is adopted by journalists, mostly through survey and interview studies investigating self-perceptions of identity in terms of norms and values. There are also some case studies, predominantly in the form of (quantitative) content analyses, exploring the (innovative) uses of Twitter. However, we still have little knowledge about how the professional identity of journalists is discursively constructed—how, in specific detail, traditional norms and ideals are discursively reinforced or challenged—in the Twitter flow. With a discourse theoretical and methodological approach, this article aims to contribute to our understanding of the discursive construction of professional identity on Twitter by qualitatively analyzing tweets from the most widely followed journalist in Sweden. The analysis of the most active j-tweeter can yield important clues as to what journalism may be in the process of becoming. The article identifies discourses that (1) reinforce the watchdog identity, (2) challenge the watchdog identity, (3) reinforce the disseminator/explicator identity, and (4) reinforce transparency but challenge professional identity. It concludes that the reinvented journalistic identity includes discursive processes that both shape and are shaped by Twitter in a dialectical relationship.

In many areas of the world there are violent political conflicts the consequences of which have an inevitable impact on the educational system. Palestine is one such country where the experience of violent political conflict, going back several decades, has had a devastating effect on the development and maintenance of a stable educational environment for children and their teachers. Up to now there have been few studies that have focused on the effects of living and working in a war zone on the professional identity of teachers. This paper aims to explore how the formation of Palestinian teachers’ professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. In order to gain an in-depth understanding of the impact of political violence on the formation of the professional identity of Palestinian teachers, a qualitative multiple case-study approach was adopted which draws on sociocultural theories of identity formation. Data sources included observations inside schools and classrooms, field notes, a research diary, and both semi-structured group and individual interviews with teachers. The method of constant comparison used in Grounded Theory, plus the use of discourse analysis, provided the main approaches for the analysis and interpretation of the data. The findings suggest that Palestinian primary school teachers negotiate multiple conflicting identities through their everyday exposure to violent conflict and its impact on the schools’ social culture. This tension emerges as a result of the historical and cultural meanings that teachers use in constructing professional identity in the unstable and unsettling conditions that exist in their country. In addition, the data indicate that the proximity of a school’s geographical location in relation to violent conflict also influenced the degree of tension inherent in teachers’ professional identity. The study makes significant theoretical, practical and methodical contributions to the study of the formation of teachers’ professional identity in countries affected by violent political conflict.

I locate my discussion in discourses on academic development (AD)1 theorising lecturers’ (faculty’s) participation in professional development2 initiatives and the formation of their professional identities as teachers in higher education. As a vignette, my discussion reports on a snapshot of the data from a more extensive qualitative case study exploring the interplay of the structural, cultural and agential conditioning mechanisms (see below for a detailed explanation) in the emergence of lecturers’ professional academic identity. This vignette explores one lecturer’s (Mike’s)3 mediation of prevalent social contexts to account for the formation of his professional academic identity. For consistency, I use the term professional academic identity to refer to lecturers’ identities as teachers in higher education.

In recent research on career development, job retainment, and vocational education and training (VET), professional and vocational identification processes and identity development have proven to be key to forming a strong commitment to a profession and/or employer and to lead to better performance and satisfaction at work, resulting in fewer resignations (van Dick et al., 2004;van Dick, 2017). Empirical findings indicate that professional and vocational identification processes and identity development can be supported in experienced workers, novice workers, and students in vocational training programs. However, little is known about the conditions necessary for either explicitly promoting professional identification and identity development or how to provide adequate space for their development at different career stages (e.g., apprenticeship, professional development in mid-career, re-education, or career transitions). Therefore, this Research Topic deals with the development, predictors, and effects of vocational and organizational identification in VET in multiple domains and professions. The objective of this editorial is to provide an overview of the research perspectives and aims of the articles presented in this Research Topic. It will shed light on current theoretical approaches, empirical research on professional identity, and identification development in different countries, in a variety of professions, and across career stages. According to Godfredson's Career Choice Theory, unconscious processes influence the development of young peoples' career aspirations. Mutlu et al. present a newly developed approval-sensitive career orientation workshop called "Logic of Career Choice", which was designed to encourage youths to reflect on unconsciously developed career preferences and excluded career options. Results from their quasi-experimental study with a control and treatment group of more than 1500 secondary students indicate that this workshopmoderated by decision-making certainty -can improve career choice by promoting reflection on needs and career-related activities. Thus, the study provides an impetus for designing approval-sensitive career orientation.Teachers' identification with their profession is assumed to correlate with their professional behaviour and desire to remain in the profession. In a longitudinal study (four measurement points, 79 vocational teachers in Germany) Weiß et al. investigated two conditions of teachers' identification development during teacher training: perceived autonomy support and autonomy thwarting behaviour of seminar teachers. Cross-lagged panel analyses show that professional identification after six months of teacher training significantly predicts the intention to remain in the teaching profession half a year later. Significant cross paths describe positive effects between professional identification and autonomy support, and negative effects between professional identification and autonomy thwarting.Vocational identification, crucial for both individuals and organizations, denotes alignment with one's career and employer. It fosters positive emotions and job satisfaction for employees and enhances performance and bolsters retention for employers. Amid demographic shifts and declining full-time work, securing young talent early and preventing attrition during apprenticeship is vital. Research underscores the correlation between vocational identification and satisfaction, retention, and performance. However, scant attention has been paid to apprentices' identification in vocational programs. In the study by Wuttke et al. factors affecting apprentices' identification are explored, particularly training quality and trainer competence. Results indicate that strong identification with both the career and the organization is largely driven by quality training and job satisfaction.Thole's contribution outlines a mixed methods approach to identity development in VET in Germany. Through analysis of longitudinal case studies and curricular documents, the impact of a new VET curriculum for the retail sector on learners' vocational identity is explored and current research designs and relevant theoretical approaches are reviewed. Data collection and analysis culminate in a theme-centered process analysis. Exemplary cases demonstrate the effectiveness of the approach in understanding individual identities and generating broader insights into the identity development of VET learners. The potential of the approach for pedagogical design support is discussed. Summarizing these research-based discussions, it is important to keep in mind that for companies, recruiting and retaining well-trained workers has become a major challenge that is expected to continue in the foreseeable future. Many economies are struggling with shortages in qualified labour force, which will intensify drastically in the coming years (Cedefop, 2016, p. 59). Identification therefore is a key objective of all VET programs (Heinrichs et al., 2023). In this time of instability, as industries face rapid technological advances and changing economic landscapes, identification with training institutions and occupations will be both challenging and of crucial importance.

This paper advances the social identity approach as a valuable theoretical lens for interrogating teaching‐related professional identities, illustrating its analytical utility through a case study of English for Academic Purposes educators in higher education. Despite their pivotal role in supporting internationalisation agendas and student success, English for Academic Purposes educators often occupy structurally marginal and ambiguously defined positions, situated between academic and professional domains. Drawing on the two core components of the social identity approach—social identity theory and self‐categorisation theory—this paper offers a social‐psychological framework for examining how status, belonging and legitimacy are negotiated by English for Academic Purposes educators in roles historically undervalued within higher education academic hierarchies. The analysis carried out within this paper foregrounds key social identity processes, such as in‐group identification (how individuals locate themselves within communities), perceptions of boundary permeability (the perceived openness of group boundaries and opportunities for movement between communities), and the ideological positioning of teaching (how teaching is framed and valued within institutional hierarchies). In doing so, the paper demonstrates the utility of the social identity approach in theorising the structural and psychological dynamics that influence teaching identities in higher education, offering new insight into the identity struggles and strategies of this group of educators. Context and implications Rationale for this study: This paper advances the Social Identity Approach (SIA) as a valuable theoretical lens for interrogating teaching‐related professional identities, using English for Academic Purposes (EAP) educators in higher education (HE) as a case study. Despite their pivotal role in supporting internationalisation agendas and student success, EAP educators often occupy structurally marginal and ambiguously defined positions within HE, as they are often situated between academic and professional domains. This commentary contributes to a body of literature on EAP professional identity that has, to date, been led predominantly by sociological and critical theoretical frameworks. It extends this discussion by applying a social‐psychological framework—the social identity approach—to examining how status, belonging, and legitimacy are negotiated by EAP educators. Why this paper matters: This paper uses English for Academic Purposes educators as a case study to demonstrate the value of the SIA for understanding educator professional identities. While SIA has been used extensively and effectively in other fields such as organisational and health psychology, its application to educator identity remains limited. This work seeks to highlight the explanatory and predictive power of SIA for examining how educators negotiate, develop, and sustain their professional identities. Implications for researchers: This article explains a well‐established, empirically developed theoretical framework, advocating for its application to examining educator professional identities, and demonstrating its application through the case of EAP educators. In particular, the paper shows how the core elements of SIA can be mapped onto issues of status, belonging, and legitimacy in teaching‐focused roles, and suggests ways these insights could be used to strengthen professional cohesion and standing. While it has not been within the scope of this paper to design specific interventions, the predictive elements of SIA, particularly those relating to social influence and norm formation, offer a basis for developing context‐sensitive, theoretically grounded strategies to foster stronger collective identities. Although EAP has served as the case study here, the framework's utility extends far beyond this group, offering a powerful lens for understanding educator identities across diverse educational contexts.

PurposeSince a teacher's identity is the result of ongoing discussion, explanation, negotiation and justification, famous education quotes were integrated into a language teacher practicum in a teacher education program in the northwest university in Taiwan. This study aims to explore the influence of discussing education quotes on 10 English as a foreign language student teachers' professional identities. This study also aims to discuss the following research questions.Design/methodology/approachThis case study focused on 10 student teachers' identity construction in a practicum class under one advisor. According to Merriam (1998), a case is a “thing, a single entity, a unit around which there are boundaries” (p. 27). The case was a practicum and the unit of analysis was participants' identity construction.FindingsFirst, reading and discussing famous quotes was a useful “discourse” and “language” for student teachers to construct and negotiate their identities. Second, through the integration of reading and discussing quotes, participants revealed more professional identity in knowledge and expertise, particularly in English instruction in the post-test.Research limitations/implicationsThis study examined the influence of discussing educational quotes of 10 students’ professional identity. However, given the nature of the study, there were some limitations. First, although the small sample size offered rich data through observation, artifacts and pre-and post-tests, it restricts our ability to generalize the results.Practical implicationsThis study is highly practical (i.e. learning by discussion) and strongly interactive among the participant in a professional and social context. The conceptual framework in Figure 1 presents a theoretical framework supporting reading and discussing quotes as the discourse for the student teachers for their professional identity construction. Social context and relationship shape their professional identity (Izadinia, 2013). Student teachers spent much of their time with their cooperating teachers and administrators in their cooperating schools. In order to foster student teachers’ professional identity construction, it is recommended that student teachers should be encouraged to read and discuss educational quotes with teachers and administrators in their cooperating schools as a mean of professional dialogue and learning.Social implicationsIn this study, it was argued that educational or English teaching quotes could be used as viable, effective and appropriate materials in documenting student teachers' professional identity construction out of their classroom practice in their practicum. The findings of this study derived from the nature of 10 student teachers' professional learning via discussing famous education sayings, and professional learning took place during the practicum.Originality/valueMost of the studies reviewed above were small-scale and qualitative case studies. Some involved only one or two single cases (e.g. Antonek et al., 1997; Calandra et al., 2006; Camp, 2013). Only a few studies were analyzed and explored based on theoretical frameworks (e.g. Chasteen, 2015). No explicit references were made to any theoretical frameworks in most of the studies. This study included both qualitative (observation and artifacts) and quantitative data (pretest and posttest) to explore the influence of discussing education quotes on 10 student teachers' professional identities and reflective practices.

Teacher education and professionalism are believed to be key to school reform in Kazakhstan (OECD, 2014). As a part of the school reform initiatives, Kazakhstan has been actively investing into teachers’ in-service professional development, teachers’ social support and school infrastructure. Interestingly, however, pre-service teacher education has not been part of those reform initiatives (Yakavets et al., 2017). Whilst teacher professionalism has been actively discussed at the in-service level, there is little to no research on it at the pre-service level. As such, this study aims at exploring future teachers’ professional identity i.e. what factors can influence the development of teachers’ professional identity at the pre-service level. A case study was conducted to explore Year 4 (graduating year) students’ experiences in one pedagogical university in Kazakhstan. The study outcomes indicate a link between pre-service-teachers’ professional identity, quality of students’ professional experiences and their emotions. The development professional identity is viewed as highly emotional process, wherein pedagogical universities must integrate self-reflection and emotional awareness in their academic programmes.

Neste artigo pretende-se analisar a contribuição da formação inicial no processo de construção da identidade profissional de duas professoras de Matemática do 3º ciclo do ensino básico e do ensino secundário, no decurso dos seus três primeiros anos de carreira. A metodologia adoptada nesta investigação situa-se no paradigma interpretativo, assumindo o estudo de caso como design. Os estudos de caso basearam-se, essencialmente, na análise de um conjunto de entrevistas com carácter biográfico realizadas ao longo de três anos lectivos consecutivos. A primeira parte da apresentação dos resultados diz respeito aos casos das duas professoras, e onde se dá a conhecer as suas motivações para a profissão e as suas perspectivas sobre a formação inicial. Numa segunda parte, descrevem-se as dinâmicas identitárias profissionais que foram descortinadas para cada professora e analisa-se a contribuição da formação inicial nas várias vertentes dessas dinâmicas. Este estudo vem mostrar que a identidade é um processo idiossincrático, complexo e multidimensional, no qual a biografia tem um papel muito importante. As duas professoras, embora tendo experimentado a mesma formação inicial, que ambas valorizam, acabam por desenvolver identidades profissionais distintas. Isto decorre, em parte, do facto de essa formação ser compreendida e vivida de diversas formas de acordo com o percurso pessoal de cada uma delas. Neste estudo observa-se, ainda, que a formação inicial, mesmo nos moldes em que existe e à qual podem ser apontadas diversas insuficiências, é passível de interpelar significativamente alguns jovens, mas não o faz de igual modo para todos. Apontam-se, por fim, algumas condições a garantir na formação inicial que se afiguram de particular relevância na construção da identidade profissional do jovem professor de Matemática.

Teacher professional identity is a comprehensive reflection of teachers’ role perception, emotional experiences, and behavioral tendencies towards their profession. It serves as an intrinsic driving force for teachers’ professional development and is also a crucial issue in teacher education research. From a global perspective, this study systematically reviews and examines relevant research on the professional identity of international Chinese language teachers (ICLTs). A comparative analysis is conducted between Chinese and foreign scholars’ research in terms of theoretical foundations, research subjects, research content, and research methodologies. This comprehensive overview of the current research landscape in this field, along with a summary of existing achievements and identified problems, facilitates the transformation of fragmented research findings on ICLTs’ professional identity into a systematic understanding and reveals research gaps. Building upon this foundation, the study proposes future research prospects for the professional identity of ICLTs from aspects such as the construction of a cross-cultural perspective-based teacher professional identity system, the transformation of teacher professional identity in the context of digital transformation, and case studies on ICLTs’ professional identity. The aim is to promote high-quality development in both theory and practice of international Chinese language education.

Through interviews with agents based in London and Scotland, a survey of Scottish authors, and a survey of Scottish publishers, this paper will illuminate the importance of the literary agent in the 21st century and the role they play in the process of rights sales. A study of the Scottish publishing industry will be used to examine whether literary agents can operate successfully outside London. Little literature covering these issues is currently available. This empirical research will help to redress this lack.