Teacher identity has been recognized as a significant factor influencing teaching practices while creating a diverse learning environment for pre-service teachers can enrich their ideal identities (Yuan; Liu; & Lee, 2019). Inspired by Hong, Francis & Schutz (2024)’s framework on teacher identity development, this study explores the intricate development of professional identity among 10 student teachers during their 10-week internship in Australian. Data were collected through semi-structured interviews, participatory observations and reflective logs collection. It was found that the Australian internship significantly reshaped the student teachers' professional identity. Their teaching philosophy transitioned from a focus on grammatical precision to an emphasis on student engagement and the communicative utility of language. Their view of students evolved from that of mere evaluators to one of understanding, appreciation, and respect for student diversity. Classroom management practices moved towards a model that values democracy and respect. The perception of the teaching profession itself shifted from solitary policy implementation to collaborative innovation.

The study further illuminates the complexity of constructing a professional identity, which involves a delicate balance between the teachers' cultural backgrounds and the host country's educational environment. It highlights the importance of aligning the values of the internship with those of the domestic teacher education programs to reinforce professional identity. However, the timing and duration of the immersion program can also affect the depth of understanding of their observations in the overseas environment. Additionally, the study underscores the critical role of interpersonal relationships, especially the mentors' roles, in shaping the professional identities of teachers during their overseas internships. Drawing from these insights, the paper proposes a Time-Place-Sociality Framework for the strategic design of overseas internship programs for supporting the professional identity development of pre-service teachers.

The paper can contribute to nurturing quality and inclusive future teachers in teacher education.

Research Aim:

This research centers on the Master Teacher Studio (MTS), a localized Chinese model of teacher learning that establishes a professional learning community led by renowned teachers, in which teachers from the region voluntarily participate under their professional guidance. The objective is to identify and contribute Chinese solutions and insights aimed at enhancing the quality and equity of regional educational resources. Additionally, from the perspective of teacher professional capital theory, this study aims to refine the analytical framework and infuse the theory with local Chinese vitality for further development.

Theoretical Framework:

Employing teachers' professional capital as the analytical lens, the research conceptualizes teacher development as an educational investment. Under the guidance of master teachers, MTS fosters the development of human capital, social capital, decision-making capital, and opportunity capital among teachers, thereby exerting a regional radiating and driving effect.

Methods:

A case study was conducted in a regional MTS in Beijing, China, involving semi-structured interviews with 11 teachers (from different schools in the region) within the studio, complemented by participatory observation and artifact collection.

Findings:

1) MTS builds trust across regions, paving pathways for the development of teachers' professional capital.

2) By linking with various professional organizations, MTS enhances teachers' opportunity capital.

3) MTS fosters teachers' social capital through the "inheritance of the mission of the Chinese teaching profession."

4) In MTS, participation in collaborative reading, teaching, and writing activities accumulates teachers' human capital and decision-making capital.

Relevance to Conference Theme and Specific Strand:

This research aligns with the sub-theme of "Equity and Inclusion in Teacher Education". By examining the role of cross-regional MTS in bolstering the development of teachers' professional capital, it aims to elevate regional teaching quality, facilitate the flow of educational resources across regions, and ultimately safeguard educational equity.

In 2024, Minority Ethnic Teachers represent just 1.9% of the profession (Scottish Government, 2024), an increase of 0.1% from 2022. Furthermore, fewer than 1% of minority ethnic teachers hold promoted posts. These statistics raise questions about the continued underrepresentation and the lived experiences of minority ethnic teachers in Scotland.

This paper sheds light on both the individual and institutional racism minority ethnic teachers experience in schools across the West of Scotland and the impact of these experiences on their career progression. The author argues that to address the concerns of minority ethnic teachers, their racialised experiences should be acknowledged, helping them to navigate through the racial inequity they encounter.

Framed in Critical Race Theory, minority ethnic teachers shared their experiences of white colleagues adopting a ‘colour-blind’ approach, denying the existence of racism. Their counter-narratives helped to affirm and clarify that both overt and covert racial discrimination is a reality for them. The participants highlighted the importance of having safe spaces for them to share their experiences; to affirm the added value they bring to the profession and use this to support agency.

This paper situates the findings in a Four As Model, acknowledgement, affirmation, agency and activism. The four elements of the model, when combined, provide a useful, asset-based structure for minority ethnic teachers’ professional identity construction. The model seeks to reframe the discourse, encouraging minority ethnic teachers to shift the focus from individual to systemic inequality; to reject community deficits to reclaim the strengths; to share the cultural power they have and feel connected.

This paper concludes that if we are serious about social justice, equity and inclusion, in the teaching profession, there are underpinning issues about the identities of minority ethnic teachers, as constructed within a dominant white profession, that require further exploration.

This investigation is based on the conception of hybrid spaces, where professional integration, engagement and professional insertion is promoted by beginning teachers. The research was conducted in the context of a largest County in the United States; the insertion program analyzed was the New Educator Orientation (NEO); the participants - 5 beginning Physical Education(PET) and Health teachers (HT); 4 experienced PET and HT supervisors/specialists. The theoretical framework was on the conception and the creation of hybrid training spaces in educational contexts (Bhabha, 1990; Zeichner, 2010, 2015, 2022). The methodology was qualitative research, case study, which used data collected on site - observations and individual and group interviews, curricular documents and national and state standards. The techniques used include the production of a field diary, semi-structured interviews - collective and individual, and analysis of curricular documents. Considering the challenge of teaching training and leading induction programs in a culturally responsive, politically engaged and economically sustainable way, the complexity of this task is evident. This requires the exercise of establishing partnerships, working collaboratively, choosing different training spaces and including the participation of historically marginalized populations (blacks, indigenous people, immigrants, refugees). Preliminary results indicate that the NEO can be considered a hybrid space in which experienced teachers, university professors, and early-career teachers participate and contribute to the teaching career and student learning. Through NEO, beginning teachers have the opportunity to engage with experienced teachers who welcome, guide, and integrate them into a professional environment. With that, county supervisors, since the initial training during NEO through the school year, are committed to promoting opportunities to engage both novice and experienced teachers in professional development programs based on the curriculum and national and state standards.