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Daniela Bacova & Amanda Turner. (2023) Teacher vulnerability in teacher identity in times of unexpected social change. Research in Post-Compulsory Education 28:3, pages 349-372.
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Hilde Thyness. (2023) Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway. Language and Education 0:0, pages 1-18.
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Wenyangzi Shi. (2023) A positioning analysis of international graduate students’ perspectives and practices of translanguaging at a Canadian higher education institution. International Journal of Multilingualism 0:0, pages 1-15.
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Reni Kusumaningputri. (2023) Negotiating voices in English as a lingua franca: Indonesian multilingual identity in English digital interactions. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Alexander J. Dawes & Ruth Wheeldon. (2022) Why I became a chemistry teacher: identifying turning points in chemistry teacher narratives of their trajectories into teaching. Research in Science & Technological Education 40:4, pages 454-477.
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Brandon Sherman & Annela Teemant. (2022) Agency, identity, power: An agentive triad model for teacher action. Educational Philosophy and Theory 54:9, pages 1464-1475.
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Yang Frank Gong, Chun Lai & Xuesong Andy Gao. (2022) Language teachers’ identity in teaching intercultural communicative competence. Language, Culture and Curriculum 35:2, pages 134-150.
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Srikala Naraian. (2022) Diffractively narrating teacher agency within the entanglements of inclusion. Teaching Education 33:1, pages 13-26.
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Daryl Dugas. (2021) The Identity Triangle: toward a unified framework for teacher identity. Teacher Development 25:3, pages 243-262.
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Minami Uchida, Michael Cavanagh & Robyn Moloney. (2021) “A casual teacher is a gardener”: metaphors and identities of casual relief teachers in the Australian primary school context. Educational Review 73:3, pages 297-311.
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Adam Poole. (2021) Narrative inquiry and relational ethics: negotiating the lived experiences of international school teachers in China. International Journal of Research & Method in Education 44:2, pages 113-124.
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Genejane Adarlo & Mary Francis Therese Pelias. (2021) Teaching and Learning with Others: Situated Encounters in Service Learning among Pre-Service Teachers. Asia-Pacific Journal of Teacher Education 49:2, pages 177-202.
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Ping Wang. (2021) Too many constraints: five first-year EFL teachers’ professional identity construction. European Journal of Teacher Education 44:2, pages 180-199.
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Irina Engeness. (2021) Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. European Journal of Teacher Education 44:1, pages 96-114.
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Jenny Mendieta & Gary Barkhuizen. (2020) Blended language learning in the Colombian context: a narrative inquiry of teacher ownership of curriculum change. Computer Assisted Language Learning 33:3, pages 176-196.
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Rui Yuan, Wei Liu & Icy Lee. (2019) Confrontation, negotiation and agency: exploring the inner dynamics of student teacher identity transformation during teaching practicum. Teachers and Teaching 25:8, pages 972-993.
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Holly Henderson. (2019) Silence, obligation and fear in the possible selves of UK LGBT-identified teachers. Gender and Education 31:7, pages 849-865.
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Daron Benjamin Loo, Ritha Maidom & Nakhon Kitjaroonchai. (2019) Non-native English speaking pre-service teachers in an EFL context: examining experiences through borderland discourse. Asia-Pacific Journal of Teacher Education 47:4, pages 414-431.
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Daron Benjamin Loo, Wannapa Trakulkasemsuk & Pattamawan Jimarkon Zilli. (2019) Examining power through social relations in teachers’ discourse about intercultural education. Intercultural Education 30:4, pages 398-414.
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Marla Scherr & Tricia Giovacco Johnson. (2019) The construction of preschool teacher identity in the public school context. Early Child Development and Care 189:3, pages 405-415.
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Rachel Roegman, Suzanne Pratt, Sabrina Sanchez & Crystal Chen. (2018) Between Extraordinary and Marginalized: Negotiating Tensions in Becoming Special Education-Certified Teachers. The New Educator 14:4, pages 293-314.
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Alison Wrench. (2017) Spaces and physical education pre-service teachers’ narrative identities. Sport, Education and Society 22:7, pages 825-838.
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Gabriel Faimau. (2017) Religious testimonial narratives and social construction of identity: Insights from prophetic ministries in Botswana. Cogent Social Sciences 3:1.
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Jaqueline Naidoo & Peter Rule. (2016) Teachers’ subjectivities and emotionality in HIV/AIDS teaching. African Journal of AIDS Research 15:3, pages 233-241.
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Amy Vetter, Shana V. Hartman & Jeanie M. Reynolds. (2016) Confronting unsuccessful practices: repositioning teacher identities in English education. Teaching Education 27:3, pages 305-326.
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Katrin Kello. (2016) Sensitive and controversial issues in the classroom: teaching history in a divided society. Teachers and Teaching 22:1, pages 35-53.
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Emese Bukor. (2015) Exploring teacher identity from a holistic perspective: reconstructing and reconnecting personal and professional selves. Teachers and Teaching 21:3, pages 305-327.
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Fanni Liu Coward, Doug Hamman, Leah Johnson, Matthew Lambert, John Indiatsi & Li Zhou. (2015) Centrality of enactive experiences, framing, and motivation to student teachers’ emerging professional identity. Teaching Education 26:2, pages 196-221.
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Minna Uitto, Saara-Leena Kaunisto, Leena Syrjälä & Eila Estola. (2015) Silenced Truths: Relational and Emotional Dimensions of a Beginning Teacher's Identity as Part of the Micropolitical Context of School. Scandinavian Journal of Educational Research 59:2, pages 162-176.
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Clare Woolhouse. (2015) Teachers performing gender and belonging: a case study of how SENCOs narrate inclusion identities. Gender and Education 27:2, pages 131-147.
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Laura Gurney & Indika Liyanage. (2015) Managerialist vis-à-vis learning and development goals for EAL teachers: a case study of an in-service professional development provider. International Journal of Pedagogies and Learning 10:1, pages 38-46.
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Clare Woolhouse & Matt Cochrane. (2015) Educational policy or practice? Traversing the conceptual divide between subject knowledge, pedagogy and teacher identity in England. European Journal of Teacher Education 38:1, pages 87-101.
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Ana Sofia Pinho & Ana Isabel Andrade. (2015) Redefining professional identity: the voice of a language teacher in a context of collaborative learning. European Journal of Teacher Education 38:1, pages 21-40.
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Carey Philpott. (2014) Developing and extending Wertsch's idea of narrative templates. International Journal of Research & Method in Education 37:3, pages 309-323.
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Micheal M. vanWyk. (2014) Narrating an Ex-convict’s Story of Becoming an Entrepreneur. The Anthropologist 17:2, pages 481-489.
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Anna Chronaki & Anastasios Matos. (2014) Technology use and mathematics teaching: teacher change as discursive identity work. Learning, Media and Technology 39:1, pages 107-125.
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Anna Danielsson & Paul Warwick. (2014) ‘All We Did was Things Like Forces and Motion …’: Multiple Discourses in the development of primary science teachers. International Journal of Science Education 36:1, pages 103-128.
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Timothy Moss & Sharon Pittaway. (2013) Student identity construction in online teacher education: a narrative life history approach. International Journal of Qualitative Studies in Education 26:8, pages 1004-1018.
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Sara Irisdotter Aldenmyr. (2013) Handling challenge and becoming a teacher: an analysis of teachers’ narration about life competence education. Teachers and Teaching 19:3, pages 344-357.
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J. Luttenberg, J. Imants & K. van Veen. (2013) Reform as ongoing positioning process: the positioning of a teacher in the context of reform. Teachers and Teaching 19:3, pages 293-310.
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Clare Woolhouse. (2012) Reflective practice and identity construction: the particularities of the experiences of teachers specialising in dyslexia. Reflective Practice 13:6, pages 747-760.
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Srikala Naraian, DianneL. Ferguson & Natalie Thomas. (2012) Transforming for inclusive practice: professional development to support the inclusion of students labelled as emotionally disturbed. International Journal of Inclusive Education 16:7, pages 721-740.
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Emily Evans, Cynthia
Carter Ching & Heidi
L. Ballard. (2012) Volunteer guides in nature reserves: exploring environmental educators’ perceptions of teaching, learning, place and self. Environmental Education Research 18:3, pages 391-402.
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Ella Shoval, Rachel Talmor & Orly Kayam. (2011) The concept of coherency in teaching: forging an idea from professional literature – a case analysis and a discussion with experts. International Journal of Qualitative Studies in Education 24:4, pages 397-417.
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Christine Savvidou. (2010) Storytelling as dialogue: how teachers construct professional knowledge. Teachers and Teaching 16:6, pages 649-664.
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Christine Hockings, Sandra Cooke, Hiromi Yamashita, Samantha McGinty & Marion Bowl. (2009) ‘I'm neither entertaining nor charismatic …’ negotiating university teacher identity within diverse student groups. Teaching in Higher Education 14:5, pages 483-494.
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Karl Kitching. (2009) Teachers’ negative experiences and expressions of emotion: being true to yourself or keeping you in your place?. Irish Educational Studies 28:2, pages 141-154.
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Catherine Beauchamp & Lynn Thomas. (2009) Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education 39:2, pages 175-189.
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Matthew Clarke. (2009) The Ethico‐politics of Teacher Identity. Educational Philosophy and Theory 41:2, pages 185-200.
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Anja Swennen, Monique Volman & Mineke van Essen. (2008) The development of the professional identity of two teacher educators in the context of Dutch teacher education. European Journal of Teacher Education 31:2, pages 169-184.
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JenniferL. Cohen. (2008) ‘That's not treating you as a professional’: teachers constructing complex professional identities through talk. Teachers and Teaching 14:2, pages 79-93.
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Meg Maguire. (2008) ‘End of term’: teacher identities in a post‐work context. Pedagogy, Culture & Society 16:1, pages 43-55.
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Gunn Elisabeth Søreide. (2007) The public face of teacher identity—narrative construction of teacher identity in public policy documents. Journal of Education Policy 22:2, pages 129-146.
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