Personal Landscapes of Teacher Professional Identities versus Digital Technology Adoption and Integration in Lesotho Schools

A voyage of discovering the impacts of teacher immunity and emotion regulation on professional identity, autonomy, and work motivation in Iranian EFL landscape

“…Emotions are essential for teachers, especially language teachers. They affect various aspects of their professional lives, such as their social interactions [ 12 ], identities [ 16 ], self-efficacy [ 34 ], pedagogical practices [ 35 ], work engagement [ 13 ], self-regulation, and teaching style in higher education [ 36 , 4 ] stress the centrality of emotions in the teaching profession.…”

“…Another construct explored in this study is TPI which refers to the beliefs, values, and attitudes that teachers associate with their role as educators [ 15 , 16 ]. It is a crucial component that influences teachers’ behaviors, instructional practices, and overall job satisfaction [ 17 – 19 ].…”

Shaping identities beyond the classroom: The influence of journal editorship on Vietnamese EFL lecturers’ professional development

“…This aligns with the study by Beijaard et al [9] , who highlighted the evolving nature of professional identity in response to changing teaching contexts and practices. Recent research further expands on this by exploring how technological advancements, digital learning environments, and cross-cultural interactions have become integral in shaping the professional identity of EFL teachers in the modern educational landscape [10] . To clarify, "professional identity" refers to the self-concept individuals hold regarding themselves as professionals in their field, encompassing how they see their roles, responsibilities, and their place within the profession.…”

Me and Art History – The Contribution of Art History Studies to Students’ Identity Work

“…(Giddens, 1992, p. 30) The above quotation from Anthony Giddens (1992) characterizes identity work as a constant process of reorientation in which people update their understanding of themselves using time-related experiences and aspirations as coordinates. The attempt to understand who we are and where we come from is regarded as a fundamental human motivation as well as a life-long process (Bamberg, 2011;Chere-Masopha, 2018;Riechman, 2016). The concepts of self and identity are popular research topics in many fields of science, and are often related, on one hand, to the increased individualism typical of our present culture, and on the other hand, to drastic changes and diversity in contemporary societies (Bamberg, De Fina & Schiffrin, 2011;Chere-Masopha, 2018;Rautio & Saastamoinen, 2006;Yeo et al, 2019).…”

“…The attempt to understand who we are and where we come from is regarded as a fundamental human motivation as well as a life-long process (Bamberg, 2011;Chere-Masopha, 2018;Riechman, 2016). The concepts of self and identity are popular research topics in many fields of science, and are often related, on one hand, to the increased individualism typical of our present culture, and on the other hand, to drastic changes and diversity in contemporary societies (Bamberg, De Fina & Schiffrin, 2011;Chere-Masopha, 2018;Rautio & Saastamoinen, 2006;Yeo et al, 2019). The need to reflect on one's life has intensified in contemporary times, which is often related to the inability of eroded and rapidly changed cultural traditions and social structures to provide people with explanations concerning their identities (Larsen & Patterson, 2018;Saastamoinen, 2006aSaastamoinen, , 2006b.…”