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This edited volume explores the multifaceted nature of teacher identity development, addressing the pressing need for quality education amidst teacher shortages, attrition, and accountability demands. By compiling diverse theoretical, methodological, and practical approaches, it serves as a key reference for researchers. The volume brings together global scholars to discuss how teacher identities influence motivation, learning, and emotions across various contexts and disciplines. It emphasizes the social-cultural-historical dimensions of intersecting and marginalized identities, contributing to debates on theories and methodologies.
Organized into four sections, it covers theoretical foundations, intersecting identities, content area-specific development, and global perspectives. This comprehensive collection aims to advance understanding of teacher identity in the evolving educational landscape.
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