This book is grounded in the idea that words matter. It holds that how we discuss teachers and teaching in the public space shapes the way we come to regard teachers as a society; the beliefs we hold about who they are, what they do, and why they do it. Over time it also comes to shape the conditions and contexts in which teachers do their work. This matters because schooling provides one of the very few common experiences that most of us share. Teaching, in particular, provides a convenient rallying point for discussions of public policy, and beyond citizens' own school experiences, the print media makes the most significant contribution to broad social understandings of schooling and teachers' work. This book provides a comprehensive and systematic exploration of print media discourses around teachers and their work, using over 65,000 articles published in Australian print media from 1996 to 2020 as a case study. It also takes a comparative look, drawing on print media texts from other countries, namely the United States, United Kingdom, New Zealand, and Canada. It employs an innovative combination of large-scale corpus-assisted analysis and close qualitative analysis to identify and explore representations of teachers in the print media, how they are constructed and how these constructions have changed and shifted over the past twenty five years.

"This book provides a comprehensive and systematic exploration of print media discourses around teachers and their work, using over 86,000 articles published in Australian print media from 1998 to 2017 as a case study. Mockler also draws on print media texts of other countries including the United States, United Kingdom and Canada. It employs an innovative combination of large-scale corpus-assisted analysis and close qualitative analysis to identify and explore representations of teachers in the print media, how they are constructed and how these constructions have changed and shifted over the past two decades. The findings are important in themselves but also because over time print media discourses come to shape the conditions and contexts in which teachers do their work. This has direct impact on teachers and teaching but also well beyond the profession itself given the centrality of education and schooling, one of the very few common experiences that most of us share"--

Teaching is often seen as an identity process, with teachers constructing and enacting their identities through daily interactions with students, parents and colleagues. This volume explores how conducting video analysis helps teachers gain valuable perspectives on their own identities and improve classroom practice over time. This form of interactional awareness fosters reflection and action on creating classroom conditions that encourage equitable learning. The volume follows preservice English teachers as they examine video records of their practice during student teaching, and how the evidence impacts their development as literacy teachers of diverse adolescents. By applying an analytic framework to video analysis, the authors demonstrate how novice teachers use positioning theory to transform their own identity performance in the classroom. Education scholars, teachers and professional developers will greatly benefit from this unique perspective on teacher identity work.

This book explores the reflective potentialities offered by analyses of teachers’ professional learning narratives. The book has a specific focus on narratives on professional learning and professional identities emerging from different contexts and gives a deeper understanding of successful teachers’ narratives globally. Diverging from universally standardized constructions of idealized teacher identity and professional learning, the book provides analyses of a diversified set of cases with detailed descriptions of each teacher’s idiographic and professional context to gain a deeper understanding of situated professional identities. With contributions from a range of international backgrounds, it shows teachers of various age groups, subject areas and curricula contribute their narratives to help readers reflect on different trajectories toward becoming a teacher. These narratives provide insight into and a deeper understanding of the conditions and complex processes that being a "successful" teacher involves within these case studies, providing a useful contribution to the field of teacher education. Professional Learning and Identities in Teaching: International Narratives of Successful Teachers will be of great interest to researchers, academics, and post-graduate students of teacher education and international and comparative education.

Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.

This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English. What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? And how have they dealt with the extra-burden imposed by the pandemic? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide. — Prof. Claire Kramsch, University of California, Berkeley, USA. The way we see ourselves and are seen by others influences our social and professional interactions. Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes the topic of this book extremely important. With chapters located in a wide range of countries – from USA to Australia via UAE, Thailand and others – and drawing on a variety of research methods, the book synthesizes extant research and develops many new research avenues. It does so not only with theory in mind but with practical lessons for teachers and teacher educators and thus becomes an essential volume for our libraries and studies. — Prof. Michael Byram, University of Durham, UK. In this compelling collection, co-edited by Karim Sadeghi and Farah Ghaderi, the authors address key questions about language teacher identity in contemporary applied linguistics: What is the relationship between language teacher identity and language teacher agency? To what extent does ideology impact language teacher identity? How do language teachers navigate an increasingly globalized and unequal world? Authors from different regions of the world draw on diverse methodologies to share insightful research on both pre-service and in-service language teacher identity, making an important contribution to applied linguistics and TESOL at a time of great social and educational change. — Prof. Bonny Norton (FRSC), University Killam Professor and Distinguished University Scholar, University of British Columbia, Canada. “Theory and Practice in Second Language Teacher Identity” captures recent thinking about language teacher identity. The broad array of excellent chapter contributions explores multiple dimensions of identity, from teacher agency and emotions to the disruptive effects of the Covid pandemic on teachers’ professional lives and practices. The studies draw on a number of theoretical perspectives and demonstrate the use of both familiar and innovative research methodologies. The relevant topics, the up-to-date bibliographic sources, and the useful research findings make this edited volume an essential addition to your bookshelf. — Prof. Gary Barkhuizen, University of Auckland, New Zealand.