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This study has been carried out using the qualitative method and conversation analysis approach to explore the discourse construction of the democratic and authoritarian status of English teachers in domestic high schools. Under the guidance of theoretical framework proposed by Chen Xingren (2013), two high school English classes from Teaching Video Network are analyzed in terms of question types, lexical characteristics, turn-takings and feedbacks. The results of this study show that in the classroom interactions,Teacher A builds up his democratic identity characteristics, while Teacher B turns up to behave authoritarian identity characteristics. This study analyzes two teachers' conversational strategies in order to yield implications for teacher development as well as help them further understand the way of using conversational strategies to mobilize students' initiative.

Integral to the Life Orientation curriculum is democracy and human right. This article contends that considering human rights cannot simply be a theoretical exercise as the implementation thereof affects lived human experience. Currently held narratives of lived experience need to be dialogically explored. Integrally linked to any such exploration is the identity of the explorer. It can be said that individuals are made to varying degrees by systems and networks of power in society, including dominant discourses. However, they also have the capacity, by exercising individual agency, to make themselves according to the way in which they respond to the intersections that shape identity, including ethnicity, culture, class, religion, gender, sexual orientation and so forth. This article seeks to explore teacher identity and, in particular, teacher religious identity, with a view to transformed Religion Education. The argument is made for Life Orientation teachers to negotiate their religious identity from a position of 'religious identity paralysis' or 'religious identity paradox' or even 'religious identity flexibility' to one of 'religious identity transformation'. Both in-service and pre-service teachers participated in the studies informing this article.

Purpose
– The purpose of this paper is to explore how fictional narratives help us envision ways of constructing the identity as teaching professionals. Furthermore, how encounters with fictional narratives and the absorption of their structures and ideologies can dictate how the author perceive ourselves, and others.


Design/methodology/approach
– The pedagogy of teacher education relies heavily on narratised models of instruction such as Critical Reflective Practice (CRP). The purposefully traumatic aspects of CRP are designed to trouble the sense of self. I suggest here that this creates a period of subjective vulnerability in the pre-service teacher practitioner.


Findings
– This paper examines the response to traumatic learning events focusing on how literary tropes and their encompassing ideologies become a powerful yet regressive force in restabilising the professional identity and galvanising the personal subjectivity.


Research limitations/implications
– Data for this paper has been drawn from the Teaching Men research project that focused on a cohort of male teachers, from Australia and the UK working within TAFE/FE environments all of whom had recently become teachers.


Originality/value
– This paper addresses a parallel concern: at a point of subjective vulnerability, a term coined as part of this analysis, how do fictional representations of male teachers impact on the construction and practice of teachers in the development of their professional identities? And how can the author devise a structure with which to interpret such activity?

This study explored supports given by in-service teachers to student-teachers for professional identity development in Indonesia. In this qualitative study, sixteen student teachers taking the course of Curriculum Development at an Islamic higher education institution in Aceh were grouped into six and assigned to six schools (primary to senior high) in two districts in Aceh, Indonesia, to communicate with classroom teachers regarding lesson plan and teaching materials. We also expected them to observe classroom practices if possible. In this way, student teachers gain real experiences on how the teachers develop their lesson plans and implement them in actual lessons, as part of their professional identity development. We then interviewed all of them to delve into their experiences and perceptions of lesson preparation and teaching. The results showed that even though most schoolteachers provide spaces for student-teachers to practice designing lesson plans, most in-service teachers did not allow student teachers to observe classroom practices. This leaves a gap in the trajectory of student teacher identity development as there are few opportunities for support from the in-service teachers in this regard. However, some participants admitted that their teacher identity had been shaped by the good images of the school they visited, the courses on pedagogy they learned at university, and the instructional approaches former teachers used at schools. This study is significant because its findings can fill in the gap in the trajectory of teacher identity development by alerting in-service teachers, teacher trainers, and the government about the importance of providing school support to student teachers for developing their identity.

This paper reports, through a longitudinal case inquiry, on the trajectory of one novice teacher's professional identity development after completing his pre-service education to become an English teacher in Turkey. He was assigned to a school in the south-east of the country, which has been experiencing worsening civil conflict between regional militants and the national government, characterised by long-lasting curfews and the destruction of buildings and homes. This study provides insights into the formation of a new teacher's professional identity when working within a conflict region. Written narratives, informal interviews, observation notes, university supervisor observations and a teaching diary were used to examine the developing professional identity. The findings suggest that, in extreme circumstances, individuals may adapt and find ways to mitigate the effects of a challenging community and other disadvantages. Imagined identity can play a powerful role in mediating external difficulties encountered in identity development.

This study explored supports given by in-service teachers to student-teachers for professional identity development in Indonesia. In this qualitative study, sixteen student teachers taking the course of Curriculum Development at an Islamic higher education institution in Aceh were grouped into six and assigned to six schools (primary to senior high) in two districts in Aceh, Indonesia, to communicate with classroom teachers regarding lesson plan and teaching materials. We also expected them to observe classroom practices if possible. In this way, student teachers gain real experiences on how the teachers develop their lesson plans and implement them in actual lessons, as part of their professional identity development. We then interviewed all of them to delve into their experiences and perceptions of lesson preparation and teaching. The results showed that even though most schoolteachers provide spaces for student-teachers to practice designing lesson plans, most in-service teachers did not allow student teachers to observe classroom practices. This leaves a gap in the trajectory of student teacher identity development as there are few opportunities for support from the in-service teachers in this regard. However, some participants admitted that their teacher identity had been shaped by the good images of the school they visited, the courses on pedagogy they learned at university, and the instructional approaches former teachers used at schools. This study is significant because its findings can fill in the gap in the trajectory of teacher identity development by alerting in-service teachers, teacher trainers, and the government about the importance of providing school support to student teachers for developing their identity.

This study focuses on the experiences of SM3T teachers in constructing teacher identity in the borderland discourses. Teacher identity construction is a dynamic process. One of the aspects constructing teacher identity is borderland discourse. In short, borderland discourse is the intersection between oneself as a personal and as a professional. The participants of this research were five teachers who have experienced SM3T program. SM3T is a program held by the government in Indonesia. It stands for Sarjana Mengajar Terdepan, Terluar, Tertinggal. In order to find out SM3T teachers' experiences and beliefs about constructing teacher identity in the borderland discourses, the researcher used mixed methods which were combination between quantitative and qualitative. The researcher used close-ended questionnaire and also in-depth interview in order to gather further information.This study aimed to find out the borderland discources faced by the SM3T teachers and the solution to cope them. This study revealed that most of the teachers faced borderland discources during SM3T program.

As the world becomes more globalized, various social, cultural, and historical contexts are shaping teacher identities. Exploring teacher identities is essential in understanding experiences, interactions, and beliefs that influence language teachers' practices inside and outside the classroom (Farrell 2011). This narrative study, conducted in a large urban community college located in the southeastern region of the United States, engaged seven adult ESL instructors in critical reflection on their assumptions, teaching, personal experiences, and an institutional environment. Data collection included semi-structured interviews, classroom observations, journal entries, and classroom observations, including notes about artifacts used in the lessons. The findings of this study highlight the relationship between teacher identity and agency in teaching culturally and linguistically diverse learners. Participants characterized themselves as explorers, who valued various cultural experiences and acted agentively to create culturally responsive lessons and an enriching learning environment. These findings have significant implications for language teacher training and further research. ; asanczyk@uncc.edu ; Anna Sanczyk received a Bachelor of Arts degree in English Philology from the University of Bialystok, Poland and a Master of Arts degree in English Linguistics from the University of Oslo, Norway. She taught adult ESL and was a program coordinator at Central Piedmont Community College, USA. She recently earned a Doctor of Philosophy degree in Curriculum and Instruction: TESL from the University of North Carolina at Charlotte, USA. Her research interests include language teacher identity, language teacher agency, culturally responsive pedagogy, and critical pedagogy. ; University of North Carolina at Charlotte ; Beauchamp, C. & Thomas, L. 2009. 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While I was a young English language arts teacher, my teacher identity matured in a nurturing environment cultivated by my veteran colleagues. Finding that this is not the common narrative told by beginning teachers (Alsup, 2019, 2006; Danielewicz, 2001), I wondered what impact sharing the stories of my veteran colleagues could have on young teachers. The purpose of this paper is to explain why narrative inquiry fit the parameters of this particular inquiry, what methods were utilized and how the project was constructed. Like Spector-Mersel (2011), I intend to describe my use of narrative inquiry to expand its conceptual and methodological definitions.