Introduction

Date

2021-01-01

Author

Edling, Silvia
Karaman, Abdullah Cendel

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Research in teacher education has drawn attention to the role of situated learning processes in teachers’ professional development (Korthagen, 2017). In this regard, the link between the formation of teacher identities and professional learning patterns has become a key area of emphasis in the field of teacher education (Kelchtermans, 2009; Vermunt et al., 2017). Internationally, this can be observed in various forms such as professional learning communities or individual professional learning efforts. One domain in which teachers’ epistemological reasoning can be explored is professional learning narratives (Mena, Hennissen, & Loughran, 2017). This chapter integrates a brief critical reflection on the conceptual framing of “successful teachers” in the public domain and discusses the affordances of inquiring into particular “successful” teachers’ narratives in education. We also reflect on the diversity of contexts introduced in this volume with a focus on understanding the situated nature of teacher identity.

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85109613447&origin=inward
https://hdl.handle.net/11511/91510

Journal

Professional Learning and Identities in Teaching: International Narratives of Successful Teachers

DOI

https://doi.org/10.4324/9781003028451-1

Collections

Department of Foreign Language Education, Article

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Citation Formats

S. Edling and A. C. Karaman, “Introduction,” Professional Learning and Identities in Teaching: International Narratives of Successful Teachers, pp. 1–19, 2021, Accessed: 00, 2021. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85109613447&origin=inward.