Citations (42)
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Nashid Nigar, Alex Kostogriz, Laura Gurney & Mahtab Janfada. (2023) ‘No one would give me that job in Australia’: when professional identities intersect with how teachers look, speak, and where they come from. Discourse: Studies in the Cultural Politics of Education 0:0, pages 1-18.
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Sun Yee Yip. (2023) Immigrant teachers’ experience of professional vulnerability. Asia-Pacific Journal of Teacher Education 51:3, pages 233-247.
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Phi Nguyen, Corey Webel, Sheunghyun Yeo & Wenmin Zhao. (2022) Elementary teachers’ agency: the role of perceived professional space and autonomy. Journal of Curriculum Studies 54:5, pages 665-686.
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Amanda Gutierrez & Sarah Nailer. (2021) Pre-service teachers’ professional becoming in an extended professional experience partnership programme. Asia-Pacific Journal of Teacher Education 49:5, pages 517-532.
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Christopher T. McCaw. (2021) Liminality and the beginning teacher: strangers, frauds and dancing in the disequilibrium. Cambridge Journal of Education 51:3, pages 395-409.
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Jon Altuna, Eider Pascual-Sagastizabal, Esther Cruz-Iglesias, Ana Aierbe, Alba Madinabeitia, Inazio Marko & Uxue Diez-Guiral. (2021) Assessing the curriculum and profile of pedagogical professionals for new employment opportunities. Higher Education Pedagogies 6:1, pages 228-246.
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Amanda Gutierrez & Alex Kostogriz. (2020) The influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership. Teachers and Teaching 26:5-6, pages 475-489.
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Bin Ai. (2017) Constructing an academic identity in Australia: an autoethnographic narrative. Higher Education Research & Development 36:6, pages 1095-1107.
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Dionne
I. Cross, Ji Hong & Meca Williams-Johnson. (2011) It’s not better or worse, it’s just different: examining Jamaican teachers’ pedagogical and emotional experiences. Teacher Development 15:4, pages 499-515.
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lisahunter, Tony Rossi, Richard Tinning, Erin Flanagan & Doune Macdonald. (2011) Professional learning places and spaces: the staffroom as a site of beginning teacher induction and transition. Asia-Pacific Journal of Teacher Education 39:1, pages 33-46.
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John Trent & Xuesong Gao. (2009) ‘At least I'm the type of teacher I want to be’: Second-career English language teachers' identity formation in Hong Kong secondary schools. Asia-Pacific Journal of Teacher Education 37:3, pages 253-270.
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Jinghe Han & Michael Singh. (2007) Getting World English Speaking Student Teachers to the Top of the Class: Making hope for ethno‐cultural diversity in teacher education robust. Asia-Pacific Journal of Teacher Education 35:3, pages 291-309.
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Eleanor Peeler & Beverley Jane. (2005) Mentoring: Immigrant teachers bridging professional practices. Teaching Education 16:4, pages 325-336.
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Articles from other publishers (29)
Aaron Teo. (2023) Autoethnographically Interrogating School-Based Anti-“Asian” Racism in Post(?)-Pandemic Times: An AsianCrit-Informed Composite Palimpsest. Cultural Studies ↔ Critical Methodologies 23:5, pages 451-462.
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Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Jia Li & Bin Ai. (2023) Teaching Myanmar students under the Gaokao policy in a borderland school: Teachers’ challenges and agency. Ethnography, pages 146613812311776.
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Xuexue Yang & Byungeun Pak. 2023. To Be a Minority Teacher in a Foreign Culture. To Be a Minority Teacher in a Foreign Culture
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Sun Yee Yip, Eisuke Saito & Zane M. Diamond. (2022) Professional identity and agency in immigrant teachers’ professional transition to work in Australia. The Australian Educational Researcher.
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Per Echeverri. (2022) Professional reflexivity in customer involvement: Tensions and ambiguities in between identities. Marketing Theory 22:4, pages 477-500.
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Rory Mc Daid & Emer Nowlan. (2021) Barriers to recognition for migrant teachers in Ireland. European Educational Research Journal 21:2, pages 247-264.
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Anki Bengtsson & Larissa Mickwitz. (2021) The complexity of professional integration: An investigation of newly arrived teachers’ initial process of establishing themselves as teachers in Sweden. European Educational Research Journal 21:2, pages 214-229.
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Hanna Toiviainen, Sahara Sadik, Helen Bound, Pier Paolo Pasqualoni & Padma Ramsamy-Prat. (2021) Dimensions of expansion for configuring learning spaces in global work. Journal of Workplace Learning 34:1, pages 41-57.
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Elizabeth Reinsfield. (2020) Time to Re-Conceptualize the Role of Secondary Schools in New Zealand. International Journal of Adult Education and Technology 11:2, pages 40-56.
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Anitta Melasalmi & Jukka Husu. (2019) Shared professional agency in Early Childhood Education: An in-depth study of three teams. Teaching and Teacher Education 84, pages 83-94.
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Hannah Soong. (2018) Transnational teachers in Australian schools: Implications for democratic education. Global Studies of Childhood 8:4, pages 404-414.
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Per Echeverri & Maria Åkesson. (2018) Professional identity in service work: why front-line employees do what they do. Journal of Service Theory and Practice 28:3, pages 315-335.
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Jan Grannäs & Anneli Frelin. (2017) Spaces of student support – Comparing educational environments from two time periods. Improving Schools 20:2, pages 127-142.
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Helma W. Oolbekkink-Marchand, Linor L. Hadar, Kari Smith, Ingrid Helleve & Marit Ulvik. (2017) Teachers' perceived professional space and their agency. Teaching and Teacher Education 62, pages 37-46.
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Fatih Güngör. (2017) The Tensions Between EFL Teacher Identities and INSET in the Turkish Context. PROFILE Issues in Teachers' Professional Development 19:1, pages 13.
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Katharina Bense. (2016) International teacher mobility and migration: A review and synthesis of the current empirical research and literature. Educational Research Review 17, pages 37-49.
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Jennie M. Weiner & A. Chris Torres. (2016) Different location or different map? Investigating charter school teachers' professional identities. Teaching and Teacher Education 53, pages 75-86.
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Arja Virta. (2015) “In the middle of a pedagogical triangle” – Native-language support teachers constructing their identity in a new context. Teaching and Teacher Education 46, pages 84-93.
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Katharina Bense. (2014) “Languages aren’t as important here”: German migrant teachers’ experiences in Australian language classes. The Australian Educational Researcher 41:4, pages 485-497.
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Claire Griffin. (2014) Now you see me, now you don’t : des professeurs d’anglais « locuteurs natifs » entre transparence et visibilitéNow you see me, now you don’t : The “native side” of native English-speaking teachers at work. Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT:Vol. XXXIII N° 2, pages 210-223.
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Anneli Frelin & Jan Grannäs. 2014. Interpersonal Relationships in Education. Interpersonal Relationships in Education
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John Cripps Clark & Susie Groves. (2012) Teaching primary science: emotions, identity and the use of practical activities. The Australian Educational Researcher 39:4, pages 463-475.
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Lara J. Handsfield, Thomas P. Crumpler & Tami R. Dean. (2011) Tactical Negotiations and Creative Adaptations: The Discursive Production of Literacy Curriculum and Teacher Identities Across Space‐Times. Reading Research Quarterly 45:4, pages 405-431.
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Anita Devos. (2010) New teachers, mentoring and the discursive formation of professional identity. Teaching and Teacher Education 26:5, pages 1219-1223.
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