Agency and professional identity among mobile teachers: how does the experience of teaching abroad shape teachers’ professional identity?

References

• Aharonov, Y. (2015). The educational mission of the shaliach: A case study in Australia. Journal of Jewish Education, 81(2), 189–211. https://doi.org/10.1080/15244113.2015.1027869
   Web of Science ®Google Scholar
• Ahearn, L. M. (2001). Language and agency. Annual Review of Anthropology, 30(1), 109–137. https://doi.org/10.1146/annurev.anthro.30.1.109
   Web of Science ®Google Scholar
• Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308–319. https://doi.org/10.1016/j.tate.2010.08.013
   Web of Science ®Google Scholar
• Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Routledge.
   Google Scholar
• Azose, J. J., & Raftery, A. E. (2019). Estimation of Emigration, return migration, and transit migration between all pairs of countries. Proseeding of the National Academy of Sciences, 116(1), 116–122.
   PubMed Web of Science ®Google Scholar
• Bailey, E. K. (2013). From cultural dissonance to diasporic affinity: The experience of Jamaican teachers in New York City schools. The Urban Review, 45(2), 232–249. https://doi.org/10.1007/s11256-012-0214-5
   Google Scholar
• Bartlett, L. (2014). Migrant teachers. Harvard University Press.
   Google Scholar
• Beaverstock, J. (2012). Highly-skilled international labour migration and world cities: Expatriates, executives and entrepreneurs. In B. Derudder, M. Hoyler, P. Taylor, & F. Witlox (Eds.), international handbook on globalization and world cities (pp. 240–250). Edward Elgar Publishing.
   Google Scholar
• Beck, U. (2000). What is globalization? Polity Press.
   Google Scholar
• Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8
   Web of Science ®Google Scholar
• Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Bense, K. (2016). International teacher mobility and migration: A review and synthesis of the current empirical research and literature. Educational Research Review, 17(2016), 37–49. https://doi.org/10.1016/j.edurev.2015.12.001
   Google Scholar
• Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149. https://doi.org/10.1080/02660830.2007.11661545
   Google Scholar
• Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640. https://doi.org/10.1080/13540602.2015.1044325
   Web of Science ®Google Scholar
• Boucher, A. (2007). Skill, migration and gender in Australia and Canada: The case of gender-based analysis. Australian Journal of Political Science, 42(3), 383–401. https://doi.org/10.1080/10361140701513547
   Web of Science ®Google Scholar
• Brooks, J. S., Normore, A. H., & Wilkinson, J. (2017). School leadership, social justice and immigration: Examining, exploring and extending two frameworks. International Journal of Educational Management, 31(5), 679–690. https://doi.org/10.1108/IJEM-12-2016-026
   Web of Science ®Google Scholar
• Bruke, P. J., & States, J. E. (2009). Identity Theory. Oxford University Press.
   Google Scholar
• Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700–719. https://doi.org/10.1080/13540602.2015.1044329
   Web of Science ®Google Scholar
• Caravatti, M. L., Lederer, S. M., Lupico, A., & Van Meter, N. (Eds). (2014). Getting teacher migration & mobility right. Education International.
   Google Scholar
• Chase, S. E. (2011). Still a field in the making. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (pp. 421–434). Sage.
   Google Scholar
• Cohen, E. H. (2011). The educational Shaliach 1939-2009: A socio-history of a unique project in formal and informal education. Tel Aviv University.
   Google Scholar
• Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31(6), 711–726 https://doi.org/10.1080/0022/02799182954.
   Web of Science ®Google Scholar
• Collins, J., & Reid, C. (2012). Immigrant teachers in Australia. Cosmopolitan Civil Societies Journal, 4(2), 1–25. https://doi.org/10.5130/ccs.v4i2.2553
   Google Scholar
• Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity: Stories of educational practice. Teachers College Press.
   Google Scholar
• Day, C., Elliot, B., & Kington, A. (2005). Reform, standards, and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21(5), 563–577. https://doi.org/10.1016/j.tate.2005.03.001
   Web of Science ®Google Scholar
• Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and unstable identities. British Educational Research Journal, 32(4), 601–616. https://doi.org/10.1080/01411920600775316
   Web of Science ®Google Scholar
• De Fina, A., & Georgakopoulou, A. (2011). Analyzing narrative: Discourse and sociolinguistic perspectives. Cambridge University Press.
   Google Scholar
• De Wit, H. (2002). Internationalization of higher education in the United States of America and Europe: A historical, comparative, and conceptual analysis. Greenwood Publishing Group.
   Google Scholar
• Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023. https://doi.org/10.1086/231294
   Web of Science ®Google Scholar
• Fairbanks, C. M., Duffy, G. G., Faircloth, B. S., He, Y., Levin, B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61(1–2), 161–171. https://doi.org/10.1177/0022487109347874
   Web of Science ®Google Scholar
• Fimyar, O. (2018). ‘We have a window seat’: A bakhtinian analysis of international teachers’ identity in Nazarbayev intellectual schools in Kazakhstan. European Education, 50(4), 301–319 doi:https://doi.org/10.1080/10564934.2017.1344861.
   Web of Science ®Google Scholar
• Fleury, A. (2016). (KNOMAD working paper) .
   Google Scholar
• Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99–125. https://doi.org/10.3102/0091732X025001099
   Google Scholar
• Gee, J. P. (2014). An introduction to discourse analysis: Theory and method. Routledge.
   Google Scholar
• Hagan, J. M., & Thomas Wassink, J. (2020). Return migration around the world: An integrated agenda for future research. Annual Review of Sociology, 46(1), 533–552. https://doi.org/10.1146/annurev-soc-120319-015855
   Google Scholar
• Hermans, H. J. (2013). The dialogical self in education: Introduction. Journal of Constructivist Psychology, 26(2), 81–89. https://doi.org/10.1080/10720537.2013.759018
   Web of Science ®Google Scholar
• Janusch, S. (2015). Voices unheard: Stories of immigrant teachers in Alberta. Journal of International Migration and Integration, 16(2), 299–315. https://doi.org/10.1007/s12134-014-0338-4
   Web of Science ®Google Scholar
• Kabilan, M. K. (2013). A phenomenological study of an international teaching practicum: Pre-service teachers’ experiences of professional development. Teaching and Teacher Education, 36(2013), 198–209. https://doi.org/10/1016/j.tate.2013.07.013
   Google Scholar
• Kaplan, A., & Garner, J. K. (2018). Teacher identity and motivation: The dynamic systems model of role identity. In P. Schutz, D. C. Francis, & J. Hong (Eds.), Research on Teacher Identity (pp. 71–82). Springer.
   Google Scholar
• Kelchtermans, G. (2009). Who I am in how I teach is the message: Self‐understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/10.1080/13540600902875332
   Web of Science ®Google Scholar
• Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching, 11(1), 47–71. https://doi.org/10.1080/1354060042000337093
   Google Scholar
• Larsen, M. A. (2016). Globalisation and internationalisation of teacher education: A comparative case study of Canada and Greater China. Teaching Education, 27(4), 396–409. https://doi.org/10.1080/10476210.2016.1163331
   Web of Science ®Google Scholar
• Legrottaglie, S., & Ligorio, M. B. (2017). The temporal dimension as a dialogical resource for teachers’ professional development and fulfillment. Teacher Development, 21(1), 57–80. https://doi.org/10.1080/13664530.2016.1190783
   Web of Science ®Google Scholar
• Manik, S. (2014). South African migrant teachers’ decision-making: Levels of influence and ‘relative deprivation’. Journal of Southern African Studies, 40(1), 151–165. https://doi.org/10.1080/03057070.2014.889360
   Web of Science ®Google Scholar
• Maylor, U., Hutchings, M., James, K., Menter, I., & Smart, S. (2007). Culture clash: The experiences of overseas-trained supply teachers in English schools. University of Warwick.
   Google Scholar
• McAdams, D. P. (2011). Narrative identity. In S. J. Schwartz, K. Luyckx, & V. L. Vignoles (Eds.), Handbook of identity theory and research (pp. 99–115). Springer Science & Business Media.
   Google Scholar
• Michael, O. (2006). Multiculturalism in schools: The professional absorption of immigrant teachers from the former USSR into the education system in Israel. Teaching and Teacher Education, 22(2), 164–178. https://doi.org/10.1016/j.tate.2005.09.005
   Web of Science ®Google Scholar
• Mockler, N. (2011a). Becoming and ‘being’ a teacher: Understanding teacher professional identity. In N. Mockler & J. Sachs (Eds.), Rethinking educational practice through reflexive inquiry, professional learning and development in schools and higher education (pp. 23–138). Springer.
   Google Scholar
• Mockler, N. (2011b). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17(5), 517–528. https://doi.org/10.1080/13540602.2011.602059
   Web of Science ®Google Scholar
• Ospina, N. S., & Medina, S. L. (2020). Living and teaching internationally: Teachers talk about personal experiences, benefits, and challenges. Journal of Research in International Education, 19(1), 38–53https://doi.org/10.1177/2F1475240920915013.
   Web of Science ®Google Scholar
• Patterson, W. (2013). Narratives of events; Labovian narrative analysis and its limitations. In M. Andrews, C. Squire, & M. Tamboukou (Eds.), Doing narrative research (pp. 22–40). Sage.‏.
   Google Scholar
• Pease-Alvarez, L., Samway, K. D., & Cifka-Herrera, C. (2010). Working wiith the system: Teachers of english learners negotiating a literacy instruction mandate. Languege Policy, 9(4), 313–334. https://doi.org/10.1007/s10993-010-9180-5
   Web of Science ®Google Scholar
• Pepper, C., & Widly, H. (2009). Ussing narratives as a research strategy. Qualitative Research Journal, 9(2).
   Google Scholar
• Phoenix, A. (2013). Analysing narrative contexts. In M. Andrews, C. Squire, & M. Tamboukou (Eds.), Doing narrative research (pp. 64–77). Sage.
   Google Scholar
• Pollock, K. E. (2010). Marginalization and the occasional teacher workforce in Ontario: The case of internationally educated teachers (IETs). Canadian Journal of Educational Administration and Policy, 100(1), 1–12.
   Google Scholar
• Priestley, M., Biesta, G., & Robinson, S. (2015a). Teacher agency: An ecological approach. Bloomsbury Publishing.
   Google Scholar
• Priestley, M., Biesta, G., & Robinson, S. (2015b). Teacher agency: What is it and why does it matter?. Routledge.
   Google Scholar
• Reid, C., & Collins, J. (2013). ‘No-one ever asked me’: The invisible experiences and contribution of Australian emigrant teachers. Race Ethnicity and Education, 16(2), 268–290. https://doi.org/10.1080/13613324.2012.674022
   Web of Science ®Google Scholar
• Reid, C., Collins, J., & Singh, M. (2014. Globalizing teachers: Policy and theoretical dimensions. In C. Reid, J. Collins, & M. Singh (Eds.), Global teachers, Australian perspectives: Goodbye Mr chips, hello Ms banerjee (pp. 9–43). Springer Science & Business Media. 9. 934.
   Google Scholar
• Riessman, C. K. (2008). Narrative methods for the human sciences. Sage.
   Google Scholar
• Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (pp. 732–755). Routledge.
   Google Scholar
• Rotter, C. (2015). Lehrkräfte mit migrationshintergrund aus der perspektive von schülerinnen und schülern–ergebnisse einer qualitativen studie. Zeitschrift für Bildungsforschung, 5(1), 5–20. https://doi.org/10.1007/s35834-014-0096-6
   Google Scholar
• Shachar, A. (2006). The race for talent: Highly skilled migrants and competitive immigration regimes. New York University Law Review, 81(1), 148–206.
   Web of Science ®Google Scholar
• Sharma, R. (2013). Teachers on the move: International migration of school teachers from India. Journal of Studies in International Education, 17(3), 262–283. https://doi.org/10.1177/1028315311433206
   Web of Science ®Google Scholar
• Sharplin, E. (2009). Bringing them in: The experiences of imported and overseas-qualified teachers. Australian Journal of Education, 53(2), 192–206. https://doi.org/10.1177/000494410905300207
   Web of Science ®Google Scholar
• Spector-Mersel, G. (2014). Guest Editor’s Introduction. Narrative Works, 4(1), 1–18.
   Google Scholar
• Squire, C. (2013). Experience-centred and culturally-oriented approaches to narrative. In M. Andrews, C. Squire, & M. Tamboukou (Eds.), Doing narrative research (pp. 41–63). Sage.
   Google Scholar
• Squire, C., Andrews, M., Davis, M., Esin, C., Harrison, B., Hyden, L. C., & Hyden, M. (2014). What is narrative research? Bloomsbury Publishing.
   Google Scholar
• Stanley, P. (2012). A critical ethnography of ‘Westerners’ teaching English in China: Shanghaied in Shanghai. Taylor & Francis.
   Google Scholar
• Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). Sage Publications, Inc.
   Google Scholar
• Tao, J., & Gao, X. (2017). Teacher agency and identity commitment in curricular reform. Teaching and Teacher Education, 63(2017), 346–355. https://doi.org/10.1016/j.tate.2017.01.010
   Google Scholar
• Tickle, L. (2000). Teacher induction: The way ahead. Open University Press.
   Google Scholar
• Toraman, Ç., Özdemir, H. F., & Orakcı, Ş. (2020). Experiences of Turkish teachers working abroad. SAGE Open, 10(1), 2158244020914655. https://doi.org/10.1177/2158244020914655
   Web of Science ®Google Scholar
• United Nations. 2017. International migration report 2017: Highlights.
   Google Scholar
• Van Maanen, J. (2011). Tales of the field: On writing ethnogtaphy. University of Chicago Press.
   Google Scholar
• Vandeyar, S., Vandeyar, T., & Elufisan, K. (2014). Impediments to the successful reconstruction of African immigrant teachers’ professional identities in South African schools. South African Journal of Education, 34(2), 1–20. https://doi.org/10.15700/201412071136
   Web of Science ®Google Scholar
• Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21–44 doi:https://doi.org/10.1207/s15327701jlie0401_2 .
   Google Scholar
• Wahba, J. (2015). Selection, selection, selection: The impact of return migration. Journal of Population Economics, 28(3), 535–563. https://doi.org/10.1007/s00148-015-0541-4
   Web of Science ®Google Scholar
• Ye, W., & Edwards, V. (2018). Confucius institute teachers in the UK: Motivation, challenges, and transformative learning. Race Ethnicity and Education, 21(6), 843–857. https://doi.org/10.1080/13613325.2017.1376636
   Web of Science ®Google Scholar