Professional Learning and Identities in Teaching

<p>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.</p><p>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.</p><p>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. </p> <p>Introduction</p><p>A. CENDEL KARAMAN AND SILVIA EDLING</p><p>1. Remaining a student of teaching forever: Critical reflexive insights from a lifetime of multiple teacher identities in the Republic of Ireland </p><p>GERALDINE MOONEY SIMMIE</p><p>2. From success/failure binaries to teaching for justice: Conceptualizing education as access, responsibility, dignity, and transparency </p><p>WALTER S. GERSHON</p><p>3. Teacher narratives as counter-narratives of successful teaching </p><p>MARIA ALFREDO MOREIRA, ROSA MARIA MORAES ANUNCIATO AND MARIA APARECIDA P. VIANA</p><p>4. <i>“If I can do it at this school, you can put me anywhere”</i>: Case studies from Australian graduate teachers in diverse and challenging schools</p><p>LYNETTE LONGARETTI AND DIANNE TOE</p><p>5. Professional development of EFL teachers through reflective practice in a supportive community of practice</p><p>CHITOSE ASAOKA</p><p>6. Looking back with pride—looking forward in hope: The narratives of a transformative teacher</p><p>FATMA GÜMÜŞOK</p><p>7. Understanding a teacher’s professional identity through pedagogical rhythm</p><p>SÖREN HÖGBERG</p><p>8. Revisiting selves through a “success” perspective: An autoethnographic quest of a language teacher across intercultural spaces</p><p>TUGAY ELMAS</p><p>9. Path toward the construction of a professional identity: A narrative inquiry into a language teacher’s experiences</p><p>PINAR YENİ-PALABIYIK</p><p>10. “Successful teaching”: Neoliberal influences and emerging counter-narratives</p><p>EMRULLAH YASIN ÇİFTÇİ AND A. CENDEL KARAMAN</p><p>Conclusion: Context, interconnectedness, balance, and risk in teachers’ narratives</p><p>SILVIA EDLING AND A. CENDEL KARAMAN</p>