This study reports on a longitudinal narrative case of Lin, tertiary level EFL teacher in China, exploring how she exercised her agency and achieved sustainable professional identity development different phases career. Based data primarily from three rounds semi-structured interviews other sources data, drawing the positioning theory, this research was designed to uncover complex relationships...

This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels student diversity, disadvantage, poverty. The study drew on theories teacher agency more broadly to examine workshadowing observations teachers’ practice classro...

In this paper we reflect on data from two research projects in which inclusive practice in schools is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these pro...

In recent years, inclusive education research in Italy and internationally has reflected upon teacher agency its implications for students’ full inclusion. Since is an emerging theoretical construct, interpreted different ways the literature, it first necessary to aggregate existing studies, appraising both conceptualizations available evidence. To this objective, we conducted a systematic scop...

In this paper we reflect on data from two research projects in which inclusive practice in schools is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these pro...

Teachers promote student learning and well-being in school by establishing a supportive classroom structure. The term classroom structure refers to how teachers design tasks, maintain authority, and evaluate student achievement. Although empirical studies have shown the relation of classroom structure to student motivation, achievement, and well-being, no prior investigations have examined the ...

OBJECTIVE This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities. METHOD Teacher key opinion leaders were identified through sociometric surveys and trained, with mental health providers and parent advocates, on evidence-based practices to enhance c...