This article explores the construction and development of two non-native English speaking student teachers’ beliefs throughout a one-year teaching English to speakers of other languages programme in a university in the United Kingdom. The research used a qualitative case methodology to illuminate individuals’ understanding and perceptions. The study employed three data collection instruments: s...

In recent years, as evidenced in the transnational proliferation of codified competence frameworks for teacher education purposes, we have seen increased politicisation and regulation task teaching what it means to be a teacher. Making case an ethico-political conceptualisation identity and, using Foucauldian-based framework identity, apply discourse analysis approach unravel ‘preferred’ constr...

To maintain a professional identity, teachers are to some degree dependent on their student’s mental representations of, and interactions with, them. This affords students’ relational power over teachers possibly invoking a unique form of attachment dependence and responding in some teachers. Data reported in this paper were drawn from a larger research project which asked 11 questions about th...

This study was conducted in English for Academic Purposes (EAP) context to explore Iranian teachers' perceptions of their pedagogical content knowledge (PCK) and their sense of professional identity (PI) as well as to scrutinize how their cognitions were practiced in EAP classes. To this end, two ELT teachers and two content instructors (i.e. subject experts who teach EAP courses in addition to...

This article analyses the trajectories into teacher education of a group of child minders who are studying to become pre-school teachers. The specific focus is on what prior experiences and learning from pre-school mean for their trajectories, and how these experiences and learning are recognised in the first year of teacher education. A situated learning perspective is applied, with a focus on...