Teacher Professional Identity

In this study, we explore critical emotional reflexivity (CER) and draw upon data from our implementation of "language portrait" and "language ideology tree" activities with elementary school bilingual and ESL teacher candidates (TCs) in an ESL teaching methods class (N = 23) at a Hispanic Serving Institution (HSI). Through multimodal critical discourse analysis, we study how TCs identify and discuss (a) the relationship between language ideologies and emotions and (b) the implications of that relationship for their identities as teachers of ethnoracially and linguistically diverse students in the US public schools. We found that TCs enacted CER as tension, resistance, and awareness, informed by their positionalities and linguistic histories. Emotions served as agentive resources through which TCs theorized the relationship between ideology, emotion, and identity, and theorization served as a form of CER. Collectively, our findings demonstrate deep student engagement when intentionally integrating CER in teacher education practices by both teacher educators and TCs. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

The early decades of the twenty-first century have been marked by a paradox that weighs heavily on education: while democratic ideals and commitments to human rights have expanded in formal discourse, the social and political landscape has grown increasingly hostile to the very communities those ideals were meant to protect. The resurgence of extremist political movements across Latin America, Europe, and beyond has accelerated processes of democratic erosion, cultural retrenchment, and the delegitimization of knowledge produced by historically marginalized groups (Giroux, 2020; Riddle; Apple, 2019). In this climate, educational institutions have become contested terrain, where curriculum, pedagogy, and teacher education are never merely technical concerns but profoundly political ones. Language education occupies a particularly fraught position within these disputes, since questions of whose language, culture, and knowledge are recognized as legitimate remain unresolved in both policy and practice (Norton; Toohey, 2011). Against this backdrop, the call for language teacher
education grounded in social justice and decolonial thought gains renewed urgency, especially where technicist models continue to eclipse the ethical, relational, and political purposes of the profession.

This study explored the leadership experiences of tutors in public Colleges of Education (CoEs) using Tengey's (2018) leadership concept. Utilizing the interpretivist paradigm, this study employed a qualitative research approach and a phenomenological design to collect data from 40 eligible participants using purposive, maximum variation, and snowball sampling techniques. Data were collected using a semi-structured interview guide. The analysis concentrated on identifying themes. Tutors viewed leadership as a holistic, value-driven process rooted in personal virtues, ethical responsibilities, and strategic foresight, extending beyond formal roles to encompass relational and future-oriented influence. The leadership experiences of tutors in public CoEs reflect Tengey's (2018) concept of inclusive, value-driven leadership that extends beyond formal roles. These attributes include responsibility and accountability, moral discipline, courage and confidence, creativity and innovation, collaboration and influence, and future-oriented thinking. Systemic barriers to implementing Tengey's (2018) valuebased leadership include limited forward thinking, dependence on formal authority, inadequate ethical discipline, and disregard for informal leadership contributions. The findings demonstrate a need for leadership development that enhances ethical awareness, promotes collaboration, and fosters innovation, while accounting for institutional and cultural constraints. Among other things, public CoEs in Ghana should establish systems to identify and foster leadership at all levels, extending beyond administrative roles.

Abstract

This study examines “Beyond Singing: Implications of Choral Music Performance in Nigerian Schools” within the broader nexus of music education, cultural development, and holistic learning outcomes. It interrogates choral music not merely as an aesthetic or performative school activity, but as a multidimensional pedagogical tool that shapes cognitive, affective, and social development among learners. Anchored in qualitative interpretive inquiry, the study draws on classroom observations, ensemble rehearsals, and performance practices in selected Nigerian schools to explore how choral engagement influences discipline, teamwork, linguistic development, emotional intelligence, and cultural identity formation. The findings indicate that choral music performance extends beyond vocal production to function as a medium for value transmission, identity construction, and experiential learning. The study concludes that choral music in Nigerian schools should be repositioned beyond extracurricular singing groups to a central pedagogical strategy within the school curriculum. It recommends strengthened institutional support, teacher capacity development, and policy integration to fully harness the transformative potential of choral music performance in education.

Keywords: Choral Music Performance; Music Education; Nigerian Schools; Holistic Learning; Cultural Identity

This article aims at investigating the potential of applying the Social Network (Facebook) as a teaching electronic portfolio at the University level. The researchers adopted the descriptive method utilizing the test and the questionnaire as the main tools for yielding the required data. The subjects of the study included (50) English language teachers across various Sudanese universities along with (25) students majoring English in the second year at University of Kassala who have Facebook accounts whereby were taught online inside a Facebook group. The gathered data have been processed using SPSS program. Finally, according to the results, it became evident that there is practical and effective use for Facebook to be applied as teaching and learning electronic portfolio on the academic and educational sites especially at the university level in these respects that learners’ performance can easily be monitored and assessed through the social network, teachers and students can collaborate in a secure, closed environment on Facebook group, teachers can maintain a personal content library and share content with members and finally students can instantly access their files through their cloud-based ‘Library’.
KEYWORDS: Teaching, Electronic Portfolio, Social Network, Facebook.

This concluding chapter synthesizes insights across the volume and introduces our Praxis-Infused Transperspectival Model of Agency in Language Teaching (PTMALT). Building on critical and relational frameworks, the model conceptualizes teacher agency as a dynamic praxis shaped by temporality, relationality, ideology, affect, identity, and structural conditions. Rather than offering a static or linear framework, PTMALT provides a generative lens through which the complexity, tension, and possibility of teacher agency can be understood. Drawing on diverse chapters, we argue that language teacher agency is not merely responsive but transformative and must be studied and supported through justice-oriented, context-sensitive, and emotionally attuned lenses. The model also highlights the ethical dimensions of agency and its entanglement with identity, ideology, and resistance. The chapter outlines how PTMALT can inform future research, teacher education, and pedagogical practice, serving as both an analytical tool and ethical call to action for scholars, practitioners, and policymakers committed to equity and transformative change in language education.

El escrito a presentar se enfoca en los procesos reflexivos surgidos en un grupo de docentes participantes de un curso de perfeccionamiento profesional. Este curso, llamado “didactica de la matematica, teoria y practica desde la reflexion docente” dirigido por dos profesoras de la Pontificia Universidad Catolica de Valparaiso, tuvo por objetivo fortalecer la practica docente a partir de la reflexion sobre la practica (Schon, 1983). La investigacion, de corte cualitativo, se centra en los procesos reflexivos de un grupo de profesores noveles respecto de la creacion de una propuesta didactica para determinar la ecuacion cartesiana de la circunferencia. El proceso de creacion de la propuesta fue analizado desde el modelo ciclico reflexivo ALaCT (Korthagen, 1987) respecto de las tareas planteadas por los docentes en funcion problematica. El analisis realizado fue llevado a cabo revisando la evolucion de como los docentes abordan el contenido en la tarea, contrastando una situacion inici...

Cultural expectations reinforce the notion that teaching is a field that balances work and family. However, unlike their Jewish peers, who have time for reflection during military service, Bedouin students transition directly from school to academia, often before their personal aspirations are clarified. This study examines the professional identity dilemmas of 30 Bedouin candidates (14 men, 16 women) at a multicultural college in Southern Israel. Using narrative questionnaires and discourse positioning analysis, this research explored the transition from segregated schooling to a diverse academic environment. The findings highlight systemic educational challenges and distinct gender-based coping strategies, with female participants demonstrating more active resilience and experiential learning.

English Teachers Association Switzerland Journal, 2025

                                                                                                                                                      Reframing resilience in ELT In the age of educational technology, where digital tools are increasingly integrated into language teaching, educators across all tiers of ELT face mounting pressures. Amid evolving pedagogical models and institutional expectations, teacher burnout has become a persistent concern. Resilience, once considered a p ersonal trait, is now understood as a professional imperative-one that must be cultivated through reflective practice, community engagement and institutional support (Brookfield, 1995). This article, drawing from the collective experiences of three education practitioners and Brookfield's reflective lenses, advocates for a culture of shared vulnerability, where acknowledging professional doubts becomes a strength,

K–12 schools need qualified teachers, but it can be hard for them to transition from doing homework in college to working in a classroom. This qualitative, explanatory case study examines how and why teachers-to-be encounter challenges during their final practice in K–12 classes. The study uses semi-structured interviews, practicum documents, and field notes from future teachers who will be working with Grades 4–6 in a public K–12 school. It examines how teachers manage the classroom, make decisions about teaching and mentoring students, navigate their emotional experiences, and build their professional identities. The results show that pre-service teachers' problems are not just isolated technical issues. Instead, they are experiences shaped by the needs of the classroom, the quality of guidance, the limitations of the organization, and emotional work. The study shows how important it is to have clear mentorship systems, better blending of theory and practice, and conscious attention to the emotional aspects of learning to teach. It is talked about what this means for policies on teacher education, the creation of practicums, and relationships between schools and universities.

The central issue in this research was an attempt to: provide an integrated conceptual framework for the educational identity of teachers, due to the lack of clarity or consensus about the nature of identity and dealing with its meanings on an axiomatic basis, without providing a clear definition of the concept or partial vision that focuses on an element such as: communities of practice And its impact on teachers of science, mathematics or the English language, the concept of agency among secondary school. ‫واﻟﺘﻌﻠﻴﻢ‬ ‫اﻟﺘﺮﺑﻴﺔ‬ ‫ﻓﻲ‬ Biology ‫ﻣﻌﻠﻢ‬ * ‫اﺻﻮل‬ ‫اﺳﺘﺎذ‬ , ‫ﻓﺮج‬ ‫اﻟﺴﺘﺎر‬ ‫ﻋﺒﺪ‬ ‫ﻫﺎﻧﺊ‬ ‫اﻟﺪﻛﺘﻮر‬ ‫ﻟﻸﺳﺘﺎذ‬ ‫ﻣﻮﺻﻮل‬ ‫اﻟﺸﻜﺮ‬ " ‫ﻓﻲ‬ ‫ﺳﺎﻫﻤﺖ‬ ‫ﻃﻴﺒﺔ‬ ‫وﻧﻔﺲ‬ ‫وﻣﺠﻬﻮد‬ ‫وﻗﺖ‬ ‫ﻣﻦ‬ ‫ﻗﺪم‬ ‫ﻣﺎ‬ ‫ﻛﻞ‬ ‫ﻋﻠﻰ‬ ‫اﻟﻨﺮﺑﻴﺔ‬ ‫,أﺳﺘﺎذ‬ ‫ﻣﻄﺮ‬ ‫ﻋﻠﻰ‬ ‫اﻻﺳﻼم‬ ‫ﺳﻴﻒ‬ ‫اﻟﺪﻛﺘﻮر‬ ‫ﻟﻸﺳﺘﺎذ‬ ‫وﻛﺬﻟﻚ‬ , ‫اﻟﺒﺤﺚ‬ ‫اﻧﺠﺎز‬ ‫ﺗﻠﻤﻴﺬا‬ ‫ﺑﻜﻮﻧﻲ‬ ‫ﺷﺮﻓﺖ‬ ‫ﻗﺪﻣﻪ.واﻟﻠﺬان‬ ‫وﻣﺎ‬ ‫أﺛﺮه‬ ‫ﻃﻴﺐ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺘﻌﻠﻴﻤﺔ‬ ‫اﻻدارة‬ ‫.ﻟﻬﻤﺎ‬ teachers, the beliefs of science teachers in the primary .stage. This conceptual framework was based on the theory of social practice at Bourdieu and Giddens, considering the educational identity as a social practice. And because the educational identity is variable and multidimensional, we presented four cases of identity according to the extent to which each dimension has been accomplished and the conscience's position on those dimensions. There is an .accomplished, closed, disturbed, or postponed identity. Accordingly, this research, with its identified dimensions and components of educational identity, presents practical possibilities for measuring educational identity-according to the proposed conceptual framework-among supervising teachers, principals, teachers of various subjects, or even school principals

Mobile learning (ML) is extremely relevant to distance teaching. Although much is known about ML usage in teacher education, less is known about crucial points in teachers' ML adoption process under constraints such as the COVID-19 pandemic. The aim of this exploratory case study was to gain insight into the ML adoption process, including its critical points, by examining teachers' emotion-related language. This study investigated the emotional response of 32 inservice teachers to Mobile Learning (ML) adoption while attending ML training during the COVID-19 pandemic. The data were collected using semi-structured interviews (10), focus groups (3), and participants' reflections (96) at five time points. The data underwent multilevel analysis (content and linguistic analyses), revealing two critical stages during the ML adoption process and indicating several factors that may affect the quality of emotional response, thereby promoting or impeding this process. The study highlights the critical sages and their related features that must be addressed to promote optimal ML adoption in teacher education in both routine and emergency conditions.

How early childhood care and education practitioners are conscientized about their professional identity is important as it contributes to their sense of belonging in the field of early childhood education. This study explores how early childhood care and education practitioners are conscientized about their professional identity. A qualitative approach located within the interpretivist paradigm was selected utilizing semi-structured interviews. The study utilized Freire's theoretical framing of critical consciousness which focuses on critical awareness, critical reflection and critical action. The study found that the practitioners were critically aware of how contexts determined their professional identity, and they were able to critically reflect on how parents and society perceived them as baby sitters. Whilst they were aware and could reflect on the societal injustices imposed on them as professionals, they were able to use discourse with colleagues to acquire confidence in their role as members of a community of practice. These findings serve as an attestation to critical action which have important implications for how local government is politically conscientized for valuing and transforming the professional identities of early childhood care and education practitioners in South Africa.

Cualquier forma de reproducción, distribución, comunicación pública o transformación de esta obra sólo puede ser realizada con la autorización de sus titulares, salvo excepción prevista por la ley. Diríjase a CEDRO (Centro Español de Derechos Reprográficos, www.cedro.org) si necesita fotocopiar o escanear algún fragmento de esta obra.

This toolkit supports music technology educators in engaging ethically and effectively across diverse cultural contexts. Developed through practice-based teaching and participatory fieldwork across the Global North and South, it addresses systemic imbalances in music technology education by foregrounding epistemic plurality, reflexivity, and reciprocal pedagogical relationships. Designed as a flexible companion rather than a fixed model, the toolkit offers guiding principles, contextual teaching scenarios, and reflective prompts to support decolonial, practice-oriented pedagogy across institutional and community settings.

Fecha de recepción: 20/03/2014 Fecha de aceptación: 28/12/2014 RESUMEN INTRODUCCION. El presente artículo analiza un programa denominado Deporte para Todos, que se desarrolla la ciudad francesa de Montpellier. El estudio se realiza en L'Herault Sport. Este es un organismo asociado al Consejo General de l´Hérault y miembro del grupo Hérault, que sustenta todo el movimiento deportivo del departamento francés. MÉTODO. A través de una investigación descriptiva y en base a cinco variables (género, relación de los sectores implicados, desarrollo comunitario, políticas públicas y formación de los monitores y voluntarios), cuestionamos el desarrollo del programa de Deporte para Todos como instrumento de inclusión social. RESULTADOS. Los primeros resultados que se presentan corresponden al análisis en torno a las cinco variables, mostrando las potencialidades del programa y la necesidad de profundizar en las variables de estudio para la construcción de un verdadero programa que favorezca buen vivir a través del deporte. CONCLUSIONES. Las futuras líneas de investigación apuntan a la realización de nuevas investigaciones que posibiliten una mejora en la participación de las niñas y la mujer como profesional en el programa, de creación de redes entre los sectores implicados que favorece un modelo integrado y sistémico de trabajo, una formación personal y profesional del monitor y voluntario, un compromiso sostenido de las políticas públicas y en consecuencia el desarrollo de la comunidad de estudio como espacio educativo que consolida el buen vivir.

• I was a part -time university English teacher . • Part -time teachers are crucial for English education in universities across Japan . • Until recently, English part -time teachers have not received much scholarly attention . • Research on part -time teachers is growing (e.g., Mason & Chik, 2025 ), but longitudinal research is scarce . • Understanding the lives of part -time teachers are important for education policymakers, teacher educators, school administrators, and current and prospective teachers (both full -time and part -time) to offer effective and tailored support to part -time teachers .

One of the main goals of language teacher education programs is to prepare professionals who can respond to the growing demands of society for quality instruction.  However, we often find that training in current theories and methods has limited impact on pre-service teachers’ long established beliefs and ultimately on their practice. The purpose of this qualitative interpretative study is to explore the conceptual metaphors (Lakoff and Johnson, 2008) used by pre-service teachers when writing their teaching philosophy as a way of unveiling their underlying cognitive mappings. We propose that making future teachers aware of the entrenched metaphors they use to talk about teaching and learning might be a first step in changing their observable behavior. The results of this study show that in spite of exposure to current theories on teaching and learning, pre-service teachers tend to keep outdated theories. This work in conjunction with other strategies will help teacher trainers to fo...

In this collaborative autoethnography (CAE), we explore how institutions shape our sense of belonging as expatriate language teacher-scholars. Using Bhabha's (1994) Third Space Theory as a theoretical lens, we, three expatriate language teacher-scholars from diverse linguistic, cultural, and professional backgrounds, engaged in critical dialogue and reflection to analyze our personal narratives. Our findings indicate that institutions profoundly influence our sense of belonging through multiple interconnected factors, including language(s) used, professional recognition and support, collegial relationships, and employment stability. Institutions that proactively provided supportive measures-such as language assistance, acknowledgment of professional expertise, and secure employment conditions-significantly enhanced our feelings of inclusion. Conversely, the absence of such support often reinforced our experiences of isolation and exclusion. This CAE underscores the necessity of institutional practices that actively cultivate inclusive environments, accommodating the unique needs of expatriate educators and facilitating their professional and emotional integration. Ultimately, our findings highlight the dynamic, ongoing negotiation of hybrid identities within institutional third spaces.

In this collaborative autoethnography (CAE), we explore how institutions shape our sense of belonging as expatriate language teacher-scholars. Using Bhabha's (1994) Third Space Theory as a theoretical lens, we, three expatriate language teacher-scholars from diverse linguistic, cultural, and professional backgrounds, engaged in critical dialogue and reflection to analyze our personal narratives. Our findings indicate that institutions profoundly influence our sense of belonging through multiple interconnected factors, including language(s) used, professional recognition and support, collegial relationships, and employment stability. Institutions that proactively provided supportive measures-such as language assistance, acknowledgment of professional expertise, and secure employment conditions-significantly enhanced our feelings of inclusion. Conversely, the absence of such support often reinforced our experiences of isolation and exclusion. This CAE underscores the necessity of institutional practices that actively cultivate inclusive environments, accommodating the unique needs of expatriate educators and facilitating their professional and emotional integration. Ultimately, our findings highlight the dynamic, ongoing negotiation of hybrid identities within institutional third spaces.

Despite the growth of research on language teachers' emotion and professional identity in the past decades, little is known about the emotional life of language teacher educators (LTEs), much less about their emotional vulnerability. Accordingly, the present study drew on activity theory and explored 14 Iranian LTEs' emotional vulnerability and professional identity construction. Drawing on data from narrative frames and semi-structured interviews, our study demonstrated how context created tensions that profoundly shaped the LTEs' emotional vulnerability and identification processes. Specifically, we found that LTEs' emotional vulnerability results from others' malpractice and/or their own lack of autonomy, leading to further identity investment. Although they faced a myriad of challenges serving as sources of emotional and professional identity tensions, the LTEs adhered to ethics in maintaining their identity standards to positively contribute to teachers' professional growth. We provide implications for institutional policymakers to better acknowledge the professional status of LTEs so that they become less emotionally vulnerable.

Knjiga Research on Teacher Identity -mapping challenges and innovations u izdanju izdavačke kuće Springer sastoji se od šest dijelova i ukupno dvadeset i jednog poglavlja, a sadržaj knjige svojim radovima obogatila su trideset i četiri različita autora iz sedam zemalja svijeta (SAD, Velika Britanija, Australija, Finska, Nizozemska, Belgija i Cipar). Knjiga donosi multidisciplinarni prikaz recentnih teorija i istraživanja o identitetu nastavnika. Prvi dio knjige nosi naslov "Uvod u istraživanja o identitetu nastavnika", a sastoji se od jednog poglavlja. U ovom poglavlju glavni urednici (Schutz, Ji Hong i Francis) daju pregled ostalih poglavlja u knjizi. Ističu da je pitanje identiteta nastavnika po svojoj prirodi mnogostruko te da zahtijeva različite pristupe. Ovim pitanjem bave se različite discipline, svaka sa svoga stajališta. Urednici su u knjizi željeli objediniti radove znanstvenika iz različitih disciplina koji su u svom djelovanju posvećeni istraživanju identiteta nastavnika kako bi raspravljali o njihovim pretpostavkama, okvirima i doprinosima za istraživanja o ovoj problematici. Drugi im je cilj bio predstaviti kako se razumijeva razvoj identiteta nastavnika prema različitim perspektivama te kako je identitet nastavnika povezan s motivacijom učenika i nastavnika za učenje

Teachers' attitudes, beliefs, and identities are regarded as the key elements in boosting their effectiveness in improving their learners' performance. Professional identity as a quality of a teacher can be evolved in a constant and continuous process. It is usually shaped in educational and social contexts. Among the teacher characteristics which influence teachers' performance, professional identity and self-efficacy are considered to be vital characteristics. The current study was set to explore the association between Iranian English as a foreign language (EFL) teachers' professional identity and self-efficacy. Therefore, in order to gather the data required for the aims of this research, 92 English language teachers were chosen as the participants of this research study. Two questionnaires were utilized to gather the data. The data collected was analyzed via Pearson's correlation coefficient. The results revealed a positive bond between Iranian EFL teachers' professional identity and self-efficacy. The findings of this study can be of help for teacher educators and English language teachers.

Introducción: este estudio investigó la integración del enfoque de género interseccional en la enseñanza de Artes Visuales en la Región de Los Lagos, Chile. Objetivo: comprender desde una mirada interseccional cómo se incorpora el enfoque de género en las clases de Artes Visuales. Metodología: se enmarcó en un enfoque cuantitativo exploratorio a través de un diseño no experimental, donde se aplicó una encuesta piloto no probabilística con una muestra biregional, teniendo como herramienta una encuesta online aplicada a 102 educadores/as artísticos/as, para el análisis de la evolución de sus subjetividades, saberes, percepciones y estrategias didácticas en relación a temáticas de género. Resultados: los hallazgos indican una adopción significativa de prácticas relacionadas al género entre los/as docentes más jóvenes, reflejando un cambio reciente en los enfoques pedagógicos hacia una mayor inclusividad. No obstante, se identifica una brecha en la implementación de estrategias que profundicen y transformen efectivamente las dinámicas de género en el aula. Conclusión: que es importante el desarrollo de prácticas pedagógicas que no solo reconozcan la diversidad de género, sino que también promuevan un entorno educativo equitativo y respetuoso, adaptándose a las necesidades contemporáneas y asegurando una formación integral en las Artes Visuales.

As the correlation between teacher professional development (TPD) and student achievements has gained evidence in both the scientifi c and political discourse, issues related to TPD have become a crucial component of nearly every national education policy. It has been widely acknowledged that teachers are not only one of the numerous 'variables' that need to be changed in order to improve the educational system but are also the most significant agents in this reform. The experiences and ideas of educators about their career, working conditions, prestige and achievements have a great impact on their actions and on the quality and effectiveness of their teaching. The current study is aimed at obtaining evidence about the identity of Malaysian teachers, and their narratives about their school, teaching and the policy and practice of TPD.

This article builds from an exorbitant moment-the invocation of an inspirational quote on the eve of a new school year-to critically explore the larger, commonplace conceptual frame that the best teachers give all of themselves to their students, even to the point of self-erasure, as it continues to manifest across various discourses in education, research, and policy. We find significant problems emerging from this rhetoric, ones that compromise both the efficacy and humanizing potential of pedagogical practices. Offering alternative ways forward for teachers that do not romanticize teacher martyrdom, we focus instead on approaches that affirm the relational complexities of work in classrooms and encourage constant transformation, versions of "a teaching life" we argue to be more life-giving and sustaining.

This phenomenological qualitative study examined the experiences of graduate-level teacher candidates enrolled in teacher residency programs and serving as teacher aides or assistants (TAs). Some participants were graduate-level teacher candidates already employed as TAs in a large urban district and enrolled in an Urban Pipeline Residency Program, a state-funded diversity initiative designed to increase the number of teachers from underrepresented groups by supporting TAs to pursue teacher certification. Additional participants were enrolled in the Traditional Residency Program and completed residencies in other local districts. Survey and interview data from TA/teacher candidates, mentors, and instructors showed that TA/teacher candidates in both groups experienced conflicting roles and identities, balanced demands of different classroom settings, lacked access to knowledge and materials, and balanced demands on their time. Informed by role theory, identity work, and culturally re...

The study explored the experiences and professional identity construction of male kindergarten teachers in Ghana, a highly underrepresented group in the early childhood education space. Using the phenomenological design, in-depth interviews were conducted with five male kindergarten teachers from two districts in Ghana. The narratives were analysed through thematic analysis using the MAXQDA 2020 software to deduce common themes related to motivation, societal perceptions, identity negotiation strategies, and challenges. Findings revealed intrinsic motivations like passion for child development and extrinsic factors like parental recognition drove these men into kindergarten teaching. However, they encountered gender stereotypes questioning their intentions and capacity. Despite challenges, male teachers actively constructed empowering professional identities by embracing caring approaches, highlighting unique contributions, negotiating masculinity, developing expertise, and fostering supportive relationships. Continuous learning, peer support, self-motivation, and adaptability to changing landscapes emerged as key influencers. Notable challenges included lack of teaching resources, inadequate professional development, low prioritization of early childhood education, and negative societal attitudes towards male kindergarten teachers. The study recommends targeted mentorship, advocacy campaigns, curriculum reviews, resource allocation, policy incentives, among others to support and promote males in the early childhood education space.

Thailand's education reform, formally initiated via the National Education Act 1999, has positioned teachers not only as the most important ‘implementers’ of policy but also as a profession in serious need of development. Its various measures include the re-professionalisation of the teaching profession, as well as the introduction of neoliberal mechanisms that make the work of teachers and schools more ‘visible’, ‘traceable’ and ‘manageable’. However, previous research, news coverage and public sentiment have indicated that teachers increasingly experience burnout, disempowerment and detachment from their professional identity and agency, with many leaving their jobs despite the benefits of being in the civil service. This paper draws on in-depth semi-structured interviews with 18 teachers, as part of a larger study examining teachers' deprofessionalisation in Thailand's basic education system. Informed by social constructionist, critical policy and policy ethnography perspectives, data analysis surfaced seven different but interrelated ways in which teachers experience deprofessionalisation. While many of these share similarities with neoliberal education systems of the Global North, they also demonstrate unique distinctions to the Thai teachers' experience arising from pre-existing power relations, bureaucratic structures, institutional cultures, social discourses, traditional expectations and a regime of ‘upward accountability’ operating throughout the education system. Informed by the centrality of bureaucratic structures and hierarchical relations, the 'upward' accountability, governmentality and performativity that teachers enact are directed towards those above them in the command chain, rather than market demands as is the tendency in the Global North. The deprofessionalisation experienced, then, is more a result of complying with (and pleasing) commander-supervisors than of working towards indicators per se. These insights offer a vivid account of how even the best-intentioned policies can have unintended, cumulative and lasting effects on the individuals critical to their enactment. They also make visible the challenges many teachers thought to be private and individual, offering a ‘vocabulary’ for understanding deprofessionalising experiences in more concrete terms.

La reciente puesta en marcha, en un significativo número de universidades españolas, del Máster de Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas (MAES), ha supuesto un importante desafío en la formación del docente de este nivel educativo. En la actualidad se debate si este modelo implantado es el adecuado para dar respuesta a la complejidad de la dinámica educativa, o si se hace necesario un cambio y la aparición de nuevas propuestas formativas. En este contexto el presente trabajo plantea estudiar y analizar las necesidades formativas percibidas por 244 estudiantes del MAES en la Universidad de Sevilla previamente a cursar el Máster. Este análisis se complementa con un estudio cualitativo sobre lo arrojado en los informes de seguimiento realizados sobre las dos ediciones del master en la Universidad de Sevilla (2009-2010 y 2010-2011), así como el informe publicado en marzo 2012 por la ANECA sobre la situación del MAES. La finalidad es identificar en qué medida el futuro programa formativo debe dar respuesta al desarrollo de competencias más enfocadas al conocimiento teórico (contenidos) o bien al desarrollo práctico de los mismos (habilidades, destrezas, o actitudes). Para ello, se les ha preguntado, a través de un cuestionario ad hoc, sobre determinados aspectos relacionados directamente con el desarrollo de competencias en su futura práctica. Paralelamente se ha llevado a cabo una comparativa con los resultados reflejados en los informes de seguimiento del título y el informe publicado por la ANECA. Dicha información complementa el análisis y ayuda a entender las situaciones de contorno. Los resultados indican que los estudiantes demandan la adquisición de determinadas habilidades y competencias enfocadas básicamente al ejercicio sobre la práctica docente y que reseñan las deficiencias de su formación inicial.

Introducción: este estudio investigó la integración del enfoque de género interseccional en la enseñanza de Artes Visuales en la Región de Los Lagos, Chile. Objetivo: comprender desde una mirada interseccional cómo se incorpora el enfoque de género en las clases de Artes Visuales. Metodología: se enmarcó en un enfoque cuantitativo exploratorio a través de un diseño no experimental, donde se aplicó una encuesta piloto no probabilística con una muestra biregional, teniendo como herramienta una encuesta online aplicada a 102 educadores/as artísticos/as, para el análisis de la evolución de sus subjetividades, saberes, percepciones y estrategias didácticas en relación a temáticas de género. Resultados: los hallazgos indican una adopción significativa de prácticas relacionadas al género entre los/as docentes más jóvenes, reflejando un cambio reciente en los enfoques pedagógicos hacia una mayor inclusividad. No obstante, se identifica una brecha en la implementación de estrategias que profundicen y transformen efectivamente las dinámicas de género en el aula. Conclusión: que es importante el desarrollo de prácticas pedagógicas que no solo reconozcan la diversidad de género, sino que también promuevan un entorno educativo equitativo y respetuoso, adaptándose a las necesidades contemporáneas y asegurando una formación integral en las Artes Visuales.

This Study Aimed to Know the Training Needs in Pedagogical Content Knowledge (PCK) of Pre-Vocational Education Teachers in Jordan, the Sample of the Study Consisted of (192) Teachers. They Responded to a Questionnaire. The consisting of (64) items divided into four domains, namely: (knowledge of the Pre-Vocational education curriculum and its nature, planning and implementation of teaching of Pre-Vocational education curriculum, characteristics of learners and the educational environment, implement action of the practical training), Results showed that the level of training needs for teachers of Pre-Vocational education were generally high and also high in the following domains (characteristics of learners and the educational environment, teaching Pre-Vocational and medium in (the implementation of Education training), Knowledge of the Pre-Vocational education curriculum and its nature) : There were no statistically significant differences at the level of significance (α=0.05) in the means of estimations of Pre-Vocational education teachers of their training needs in (PCK) due to any of three variables (gender, educational qualification, and teaching experience). Among the set of recommendations was to content training courses for teachers of Pre-Vocational education teachers to satisfy their training needs in pedagogical knowledge of content (PCK)), and to do more studies related to this topic in other school subjects.

Music education stands out as a significant area for supporting social projects. The integration of music into children's educational processes is achieved through various social responsibility projects. This practice offers a multifaceted approach aimed at supporting children's cognitive, emotional, and sociocultural development and developing their talents. The ethnographic field observations used in this study are considered initiatives aimed at meeting the need for social responsibility projects through music education. Focusing on the accessibility of music education, the study highlights a significant area for disseminating and increasing the effectiveness of social responsibility-based music education approaches in Türkiye. In this context, the integration of music education with social responsibility projects stands out as an approach that can contribute to the multifaceted development of children by making music accessible to a wider audience. The long-term impact of music education projects on children's lives represents a critical area to consider when shaping future education policies and practices.