In this paper, I examine the claim that teachers' subjective experiences can lead to social change through the perspective of the early years teacher in Quebec. Fourteen early childhood teachers participated in memory writing and individual interviews. Data were inductively coded and analysed in terms of the teachers' subjective experiences of:…

This paper examines the narratives/oral histories of three Latina teachers to help us understand how they negotiated and navigated their identity formation. We explore how they consciously constructed (Lee, 2013, p. 7) their professional identities, which are inextricably linked to their personal identities and their life stories or the "set…

This article begins with a historical exploration of the U.S.'s implementations and usages of K-12 standardized testing, including efforts at and failures to promote educational equity. Then, centering teachers' voices, the authors use a dialogic narrative format to put two long-time friends and educators in conversation with one another and their…

The number of studies on how the process of identity work takes place in pre- and in-service teacher training contexts has recently increased. This narrative study contributes to this body of work by examining one elementary teacher's identity work in the context of teaching mathematics at two points in time--the present, as an experienced…

Psychological research in second language acquisition (SLA) is a growing field. Much of this research has primarily focused on examining the language learner with comparatively little emphasis on exploring the language teacher. Moreover, psychological research informed by process-oriented approaches views individuals' psychological constructs…

This article examines how early career teachers, participants in a research project, make sense of their experiences through storytelling. The teachers' stories provide a significant counterpoint to the way standards-based reforms construct their professional development, prompting us as teacher educators to think again about what it means for our…

Understanding how teachers come to know and make sense of teaching is a challenging endeavor. Uncovering elusive strands of thinking through arts-informed approaches has the potential to transform personal understandings of teacher selves and professional practice across diverse early childhood contexts (Clandinin, Downey, & Huber, 2009).…

Teacher education programs in Australia increasingly comply with new and narrowing accountabilities so that they can be approved by diverse regulatory authorities and accredited. This is an auto-biographical narrative study which draws upon the memories of a teacher educator who contrasts her experience of learning to teach in the early 1980s with…

Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…

There is a significant lack of educational research in which teachers' talk about teaching is not mediated by researchers. In the public sphere, teachers' voices rarely reach us unfiltered by the media, union and school district representatives, education reformers, and policymakers. What if we could listen to teachers talk about teaching…

This narrative inquiry highlights the experiences of self-identified Soka educators in a PreK-12th grade school in São Paulo, Brazil, as well as volunteers through a program called "Soka Education in Action." Through their narratives, the role of care in value-creating education is explored as a critical aspect of education that supports…

The ways in which teachers adjust to challenges in the process of becoming professionals are complicated. Teacher mentorship, however, is an important step to creating and sustaining a strong professional career. This article discusses new understandings from a Canadian research project: "Pedagogical Assemblage: Building and Sustaining…

This article reports the results of a qualitative study investigating the experiences of five former English language teachers in Hong Kong during their initial years of full-time teaching and the reasons for their permanent departure from the profession. Guided by a theory of teacher identity construction, the study employed a discourse analytic…

This paper examines the interplay of daily storytelling and societal narratives of teaching in one student teacher's experience. Drawing on narrative and post-structural theories, I conducted a case study using narrative inquiry and ethnographic methods to examine the moment-to-moment storytelling of one student teacher across a range of teaching…

Teacher education continues to produce higher proportions of white teachers ill-equipped to meet the needs of students who differ from them across sociocultural lines. This qualitative case study employs critical discourse and critical narrative analyses to examine the discursive identity of one white preservice teacher following her experience in…