Teaching Identity Research Articles

Development of Teacher Identity Towards Inclusive Voices. A Case Study

Professional development targeted toward promoting inclusive practices remains a challenge throughout schools. In recent years, several studies have been conducted on this matter using different psychological models. According to the Dialogical Self Theory, real changes are possible if they are approached through the analysis of teacher identity and teachers’ repositioning processes. This study analyzed the initial identity positions of two teachers and the changes in relation to their associated voices, centrality and relational system during their participation in a professional learning community. The results show that there are shared positions regarding inclusion, and some teachers easily make the transition toward inclusive voices in positions associated with establishing relationships with families, or developing environments to improve learning processes. The results contribute to understanding the teaching identity related to inclusion and designing training proposals that generate inclusion through dialogical practices that develop inclusiveness in the teachers’ identities.

‘A brave professional space’: the shifting identities of educators pursuing Master’s studies in leading professional learning

ABSTRACT The ‘brave professional space’ was described by a participant of a small-scale study investigating the experiences of five Master’s students of a Scottish university course on leading professional learning. These students, who are also full-time teachers, school leaders and local authority officers, were interviewed on their views of professional learning and their experiences of putting course learning into practice in their work contexts. What emerged were individual stories of personal conflict and some resolution when trying to navigate system demands, one’s own pedagogical ideals, and social relationships with school staff. The concurrent evolution of these leaders’ own professional identities in different spaces adds another dimension. We present this in an original emerging model that may be useful to other teacher educators and researchers navigating the professional learning landscape. Stemming from the belief that schools, regions, and national systems can benefit from embracing professional learning as necessary activism and intellectualism, we propose that university-based Master’s courses can play an effective role in creating liminal, professional spaces for educator-leaders to engage in deep critical reflection and prepare to navigate inevitable challenges in the workplace.

Teachers’ professional identity: a multifactorial study in basic education institutions in metropolitan Lima

Understanding teachers’ professional identity from a systemic viewpoint implies approaching the study from multifactorial elements. The research sought to determine the factors that explain teachers’ professional identity in public educational institutions in Metropolitan Lima, Peru, following a quantitative approach with a non-experimental, explanatory, and cross-sectional design. In this sense, the population was identified by teachers of the public educational institutions of Metropolitan Lima, and the sampling was convenient according to the accessibility of the researchers. The sample was defined as 510 teachers from 15 public educational institutions in Metropolitan Lima, 334 males and 176 females, aged between 23 and 64 years, from different working conditions, hired and appointed. The results show that the model composed of personal factors (gender, age, family burden, and civil status), labor factors (type of contract, length of service, type of educational institution, remuneration and training at the educational institution) and educational factors (level of studies, training center and number of preprofessional practice courses taken) explain the professional teaching identity as integrating elements that effectively contribute to the teaching practice. The influence of teacher training, the work center, and individual aspects on the teacher’s professional identity is corroborated.

Legal pedagogy and popular legal culture in Poland. Problems, challenges, analysis of the state of research

The text operationalizes the main research categories selected during the implementation of a research project of a social innovation nature: legal pedagogy and popular legal culture. The aim of the study is to establish the meanings of the concepts and provide a concise description of the project activities carried out. The text is one of a series of scientific publications presenting and documenting each stage of work on the project financed and organized by the Center for Academic Entrepreneurship and Technology Transfer of Nicolaus Copernicus University in Toruń. Problems with identifying the identity of the concept of legal pedagogy have been highlighted (it is assigned legal, sociological and pedagogical identity). In addition, a thread showing the relationship between legal culture and religion and morality has been included. The text is an introduction to in-depth analyses.

Teaching Religion Between Bridges and Walls: The Evolution of the Teaching of the Catholic Religion in Italy

The paper is part of the debate on RE, with a focus on the teaching of the Catholic religion. It's a denominational teaching that has evolved from a catechetical approach to a full-fledged school discipline. Through an analysis of the literature, we propose to deepen the pedagogical identity of this discipline. We will consider the international debate on the teachings about religions and beliefs. We can therefore speak of dialogical teaching and try to outline its pedagogical profile by linking it to the theology of hospitality. We propose a confessional religious teaching, but with an attitude of dialogue and hospitality.

Editorial - ICPE 2022 Part 5

This collection of papers represents the fifth part of the collection from the International Conference on Physics Education, which was held in December 2022. This collection addresses a range of topics in techniques for teaching physics and astronomy as well as how to measure student learning. Two of the papers included in this issue focus on developing teaching tools to support physics and astronomy learning in a range of contexts. Fernandes et al describe an international project to develop an innovative approach to teaching astronomy to primary-aged children. They show that having students engage in scaffolded observations of the night sky can support students’ learning and teachers’ confidence in astronomy and provide an exemplar of translating resources for multiple cultural contexts. Jangia and Haverlíková demonstrate that adapting the card game Dixit for classroom use can encourage students to make connections across physics concepts in a fun and engaging way. The other three papers in this collection focus on approaches to understanding student learning, including that of preservice teachers. Belíssimo and Nardi developed a longitudinal approach to understanding the impact of preservice teachers’ education on their epistemology of science and their teaching identities. Intakaew and Wattanakasiwich explore how to use RapidMiner, a data mining tool, to identify patterns in students’ answers to a concept inventory. Kota and colleagues detail their development of a survey tool to measure student engagement in science laboratories by examining motivations, emotions, and use of resources. Taken together, these papers offer new insights into approaches for teaching and research approaches in physics and astronomy. I offer my thanks to all authors and reviewers for their work.

La construcción de la identidad docente digital en el contexto de disrupción tecnológica

Technological disruption is transforming worldviews, facilitating access to knowledge, modifying social interactions, and reconfiguring identities. In the education sector, schools and teachers are adapting and will continue to evolve to prepare new generations of students adequately. This essay focuses on analyzing the factors that impact the construction of digital teacher identity, using Fred Korthagen’s onion model as a starting point. Challenges such as changing teacher roles, continuing education, the development of digital educational communities, and the need for more reflective practice in initial training are discussed. It is concluded that the construction of a digital teaching identity implies generating transformations through the integration of digital technologies in the classroom, balancing pedagogical and technological components to create radically new learning environments.

Emotions and identities in teaching in higher education: an autoethnographic approach

ABSTRACT This article is an autoethnographic study of the emotions and identities of a foreign language teacher in an Australian university while I was struggling with a heavy teaching workload due to the impact of the COVID-19 pandemic. Using self-narrative data of emotional experiences related to my teaching, I examine how my emotions and identities are related to the context of my work. My two different identities as a teacher were in conflict, which triggered clashes between those identities and my teaching actions, and negative emotions. My teacher identities were affected by ideologies espoused in university policies, as well as by my values and beliefs about teaching based on my past experience. My identities and emotions were also affected by the power of the higher management of the university and by my positioning of self.

Integrating a digital pedagogy approach into online teaching: are academic librarians at Universities of Technology in South Africa prepared?

Purpose This paper aims to explore whether academic librarians at the Universities of Technology (UoTs) in South Africa have the pedagogy and digital skills to implement a digital pedagogy approach for online teaching. Design/methodology/approach A mixed-method approach in the form of a sequential explanatory design was selected to explore the topic in which the quantitative was followed by the qualitative phase. Instruments used included an online questionnaire and semi-structured interviews to explore the pedagogy and digital skills of academic librarians at UoTs in South Africa. Findings The quantitative results and findings revealed that academic librarians lacked the pedagogy and digital skills for online teaching. Similarly, results and findings in the qualitative phase also showed academic librarians lacking these skills for online teaching. Consequently, the results and findings derived from both phases were triangulated and the cohesive nature of the data was absolute. Research limitations/implications (i) Library schools include an elective module covering pedagogy and teaching with technology for librarians; (ii) library professional bodies create opportunities for academic librarians to develop pedagogy and digital skills; and (iii) higher education libraries need to create knowledge-sharing opportunities to improve the pedagogy and digital skills of academic librarians with teaching portfolios. Practical implications Higher education libraries and library schools must promote the teaching identity of academic librarians by helping them improve their pedagogical and digital skills for online teaching. Social implications This topic requires further exploration as academic librarians are fast becoming integrated into the teaching and learning agenda of institutions globally. Originality/value The current study is novel in that it explores the pedagogical and digital skills of academic librarians at UoTs in South Africa for online teaching.

The Mediating Role of Teacher Efficacy Between Academic Self-Concept and Teacher Identity Among Pre-Service Physical Education Teachers: Is There a Gender Difference?

The aim of this study was to analyse the differentiated role played by academic self-concept on teacher identity, taking into account the mediating role of teacher efficacy and the gender of the pre-service physical-education teachers. In this cross-sectional study, 478 master's degree students in Secondary Education Teacher Training participated (Mean = 27.09; SD = 6.32; 54.8% male, 44.8% female, 0.4% other). The following scales were used: academic self-concept, teaching identity, and teacher self-efficacy. After finding significant differences in academic effort, a structural equation analysis (SEM) with the multigroup option was conducted to answer the research objective. The results revealed that the women had significantly higher mean academic effort values than the men. In addition, the SEM, which showed excellent fit indices, revealed that, for the men, teacher efficacy acted as a mediating variable between academic confidence and teacher identity. In contrast, for the women, teacher efficacy acted as a mediator between academic effort and teacher identity. However, academic effort also acted as a direct predictor of teacher identity in male pre-service teachers. As a main conclusion, it can be said that the findings highlight the importance of academic self-concept in undertaking the master's degree by increasing teacher identity through the teaching efficacy of pre-service teacher educators.

Teachers’ views on Physical Education training in the 1970s-1980s

This study aimed at understanding the impact of tensions in Physical Education during the 1970s and 1980s on the perception of teachers at the Escola de Educação Física e Desportos / EEFD (School of Physical Education and Sports) of the Universidade Federal do Rio de Janeiro about the purpose and conceptions in dispute in the area. Through the analysis of documents and oral sources, the results reveal that, although there was evidence of an education predominantly focused on motor, sporting, and physical fitness aspects at the EEFD, there were different competing representations of teaching identity at the institution.

Práctica reflexiva del profesorado en formación de la carrera de Historia, Geografía y Ciencias Sociales de la Pontificia Universidad Católica de Valparaíso

Introduction: The objective of the research is to identify what type of reflection the pre-services teachers in the History, Geography and Social Sciences program at the Pontifical Catholic University of Valparaíso develop at the end of their professional practice, in order to recognize challenges and training opportunities for the promotion of reflective practice. Methodology: Qualitative descriptive research that analyzed the performances of 33 pre-service teachers in their reflection protocol, identifying the type of reflection carried out: descriptive, comparative or critical. Results: The majority pre-service teachers, when evaluating the impact of their teaching, based on their students' learning and reflecting pedagogically, develop a descriptive reflection, to the detriment of a comparative and critical one. When it is requested to analyze the impact of pedagogical practice from the opinions of the students, this is of the comparative type. Discussions: Systematic reflection on educational practice constitutes a possibility for the formation of teaching identity. Conclusions: It is important to understand reflective practice as a key competence of teaching practice, which is consolidated as a space for continuous learning and reflection par excellence due to its approach and experience of teaching work.

Research on the Cultivation of Education for National Identity in High School Geography

National identity is an important national conscience and plays a key spiritual role in maintaining national unity, stability and promoting the healthy and rapid development of the country. As an essential driver of education, the discipline must assume a major responsibility for national identity education. This study integrates national identity education into high school geography teaching, combines the latest geography teaching theory system with literature research method, text analysis method to analyze the components and specific content of national identity in high school geography teaching, and establishes a new teaching model. Simultaneously, the theme of “maritime rights and interests and ocean development strategy” was selected for teaching experiment, and the impact of the teaching mode proposed in this paper on the students’ learning efficiency in geography is investigated by questionnaire. The results of the teaching experiment show that the proposed teaching model can improve students’ awareness of national identity and serve as a reference for the teaching of national identity in subject subjects.

“I sit here thinking I can do this”—Developing justice‐centered ambitious science teaching identities in professional learning communities

AbstractExplicitly attending to justice in science teaching and learning is long overdue. Here, we examined the professional teacher identity development of 13 science teachers as they collaborated in networked professional learning communities (PLCs) to implement and revise a culture‐setting unit focused on the science of COVID and engaging in collaborative inquiry cycles to identify and refine justice‐centered ambitious science teaching (JuST) practices in classrooms. These JuST practices are conceptualized as a synthesis of justice‐centered pedagogies and ambitious science teaching. To accomplish our research aims, we drew on qualitative methods, where we relied on transcribed video recordings of 21 PLC meetings and three transcribed end‐of‐year focus group interviews of two PLCs (i.e., 13 secondary science teachers, mostly white) across a year‐long period. As a result of our analyses, we identified how professional learning arranged through PLCs, culture‐setting units, and collaborative inquiries supported professional JuST identity development by, among other affordances, providing space for the critical and emotional work of learning to discuss race, affording teachers strategies for getting to know their students and the assets they bring to classrooms, and recognition and positioning of teachers as professionals capable of identifying or developing, refining, and contributing to knowledge about JuST science teaching and learning. Challenges identified included, among others, identifying how the culture‐setting units could be effectively integrated into existing curriculum maps and the uneven implementation support from administrators. In the end, what is revealed helps better conceptualize how engaging teachers in PLCs around tasks like curriculum implementation and refinement or collaborative inquires support professional JuST identity development and how such experiences can be more carefully negotiated.

FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO INFANTIL: NECESSIDADES E PERSPECTIVAS

This article addresses a disturbing issue regarding the training of professionals working in early childhood education, exploring in depth the constitution of the teacher, his/her reflective practice and teaching identity. Its purpose is to highlight the relevance of teacher training, emphasizing, through a detailed analysis of several authors, the importance of the identity construction of the education professional and of critical reflection in teaching training and practice. This is a literature review that seeks support from renowned scholars to illustrate the importance of continuous and in-depth training for these professionals. Thus, the focus is on the need to adequately prepare those who will be responsible for constructing the learning of children from zero to five years of age, an important and formative period in the lives of individuals. The review aims to emphasize how the training and identity of the teacher are essential not only for personal development, but also for pedagogical effectiveness and the quality of early childhood education.

Studies on language teachers' beliefs and emotions: Current status and future directions

This paper provides a historical overview of research on language teachers' beliefs and emotions, examining how studies on teacher emotions have influenced research on beliefs and classroom practices. Using bibliometric analysis, we mapped trends and paradigms in the literature, focusing on significant developments in this field. Our findings reveal a notable increase in publications on language teacher beliefs, particularly since 2018, indicating growing academic interest. Highly cited studies predominantly emphasize the emotional aspects of teaching, signaling a broader shift in research focus from cognitive to emotional dimensions, commonly referred to as the “emotional turn.” The analysis also identifies influential authors and institutions, with the USA, China, and the UK leading in contributions. Research themes have evolved over time, moving from foundational beliefs and teaching practices to more complex areas like teacher psychology, with particular attention to emotional regulation, identity, and agency in language teaching. Finally, we offer insights for future research, aiming to further explore the intricate relationship between teachers' beliefs and emotions.

Refashioning the Relationship with the Social World: A Nexus Analysis of a Japanese Queer Immigrant’s English Learning in Canada

Drawing on ethnographic data, this article chronicles a Japanese queer immigrant’s English learning experiences in a metropolitan area in western Canada. Informed by sociocultural theories and identity-centred approaches to Second Language Acquisition (SLA) research, I highlight the significance and interconnection between social identity, ideology, and language learner agency in second language (L2) learning, teaching, and education. Over a seven-month span, I investigated two research questions targeting the ideological constraints and potential coping strategies in the key participant’s English learning. Nexus analysis is applied as the methodological framework. Following a three-step procedure, I first illustrate my positionality as a researcher and the rationale of the project. I then conduct critical discourse analysis delving into two featured social actions selected from the database generated through ethnographic observations, semi-structured interviews, and participant’s reflective journals. I conclude with a discussion of how SLA researchers and educational practitioners can better support marginalized immigrants’ L2 learning. Building on this case, I propose an allyship-centred approach in L2 teaching and researching and a model of collaborative working between researchers and educational practitioners to provoke more equitable nexuses of practice in immigrants’ L2 education.

Reclaiming the Colombian English Language Teaching Field to Sow the Seeds of Change Through Self-Study

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 constructivist paradigm enabled us to focus on intra and interpersonal reflection as we created artifacts and met to discuss our teaching experiences. Using collaborative analysis, we developed our main themes represented by a red poppy. Based on the findings, our teaching identity is shaped by our families and teachers (roots), teaching misconceptions (leaves), new teaching experiences (new blossoms), other identities (petals), world views about education (cotton soul), and social justice agenda (seeds of change).

Emerging technologies and higher education libraries: a bibliometric analysis of the global literature

PurposeThis paper explores emerging technologies in higher education libraries indexed in the Web of Science core collection and Scopus for the periods between 1994 and 2024 (January 18, 2024).Design/methodology/approachData from Web of Science (WoS) and Scopus databases were collected and combined using RStudio software. Once this was completed using RStudio, the combined Scopus and Web of Science Excel file was uploaded into Biblioshiny, an interactive web interface. The data was then categorized to illustrate contributions from authors, journals, countries and academic institutions across the globe.FindingsResults and findings related to publication growth trends, annual growth, core journals, impact and productivity of authors, most cited documents, collaborations, network mapping and country contributions on emerging technologies and higher education libraries are presented.Research limitations/implicationsThis topic requires further exploration as academic librarians are fast becoming integrated into the teaching and learning agenda of institutions globally.Practical implicationsHigher education libraries and library schools to promote the teaching identity of academic librarians by helping them improve their pedagogical and digital skills for online teaching.Social implicationsLibrary and information science schools need to fast track the integration of emerging technologies into the curriculum. Higher education libraries should consider the training of staff in order to keep abreast of emerging technologies. Library management must frame their policies and strategies in order to promote the use of emerging technologies in higher education libraries.Originality/valueThe current study is novel in that it explores emerging technologies and higher education libraries using combined data from Scopus and Web of Science. The topic of emerging technologies and higher education libraries is still developing and therefore is in its infancy. The research is useful for researchers, library management and library schools in the higher education sector globally.

Health in everyday teaching practice in Sweden: a social pedagogical analysis of high school teachers’ descriptions

This article aims to contribute a social pedagogical perspective of high school teachers’ descriptions of working with student health in their teaching practice in Sweden. Ten high school teachers were interviewed. The teachers considered their student health work as consisting of two main aspects: creating a good relationship and helping the students to succeed. These aspects are implicitly and explicitly described as comprising the recognition of the actors’ social and pedagogical identities. This study shows that social pedagogical recognition is significant for common success in school practice in relation to student health work. Clarifying the teachers’ responsibility and competence in student health work and strengthening teachers in their identity as health promoters could improve student health practice.