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During the Covid-19 crisis, schools around the world at all levels had to respond to the situation most often without any preparation or time to reorganize their teaching. This chapter investigates how the Covid-19 pandemic amplified the need for equity and how teacher agency evolved through this time period. The study was qualitative and data were collected from 29 individuals from the same number of countries through narratives, and virtual interviews written responses to semi-structured questions. This chapter focuses on two main concepts: equity and agency. The authors met 18 times to work with the data, clarifying understanding of concepts, analyzing meanings, and writing up findings. Findings indicate that equity of access to online teaching and learning was a major challenge during the early stages of the pandemic lockdowns. However, many universities initiated some innovative strategies to minimize the inequities created by the migration to online learning platforms. Both educators' and students' agency evolved during the online and digital tuition provisions and made some agentic decisions that impacted their teaching and learning, respectively. During the Covid-19 pandemic, educators had much to say about their teaching online. Their experience and thinking can be leveraged in discussions about the best way forward after the pandemic experience. The mutual learning that we experienced collaborating internationally in this study points to the significance of using online facility to create and enhance solidarity among educators globally.

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency.

In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom observations.

Nuanced differences in teachers’ W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing instruction.

This paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners’ approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses; (2) leading teachers on an exploration of W/writerly identities; and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical agency.

The study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers’ W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

Although the importance of teacher induction is widely acknowledged, how teachers experience inductions, particularly those conducted in under-resourced areas, remains underexplored.

This study narrates a novice teacher's induction experience in a Chinese high school, from the perspectives of professional capital and community, social realist theory, practice architecture and teacher agency. The participant, Ming, reflected on a broad array of formal and informal induction activities and participated during the induction period.

Through the three-dimensional narrative space, namely broadening, burrowing and storying and re-storying, five themes emerged from Ming's induction experience: (1) heightened awareness of the meaning of teaching, (2) interacting with various professional communities, (3) professional identity tension and development, (4) the discursive influence of various aspects of culture and (5) the influence on future professional development. Overall, this narrative study shows that teacher expertise and identity development play central roles in teacher induction, and context acts as an important mediating factor in teacher induction. These findings echo the importance of teachers' agency in inductions. The implications for facilitating novice teacher induction are also discussed.

This study contributes to a nuanced understanding of a novice teacher's induction experience in China from the perspectives of practice architectures, professional capital and professional community. The conclusion highlights the importance of professional capital and agency during Ming's induction period. This paper unpacks the complexity of teacher induction by revealing new ways of thinking about induction.

Leading up to and now living amid the Covid-19 pandemic, teachers are faced with strong incentives, even pressure to adopt and use digital technologies. Previous research has focused on teaching with digital technologies as a matter of believing in their importance and receiving specific preparation for integration strategies. Further, teaching with technologies must appear “seamless” during instruction to not distract from what is regarded to be the more important subject matter knowledge. In this chapter, I review and problematize digital instruction focused on convincing teachers to integrate strategies that use digital technologies in a “seamless” way and then propose an alternative view emphasizing posthumanist, relational views of integrating digital technologies.

A deficit view of teachers' daily practices and the message that teachers do not know how to teach diverse groups of students and need support is common. Excessive entitlement in teacher education is a topic that has been brought to the surface in somewhat a new way and from a new perspective. By using the term to conceptualize and uncover the sources of oppression, it is possible to understand educators' experiences in new ways. The purpose of this excessive entitlement research in the self-study-autoethnography-memory vein was to gain an understanding of teacher entitlement related to demands and pressures placed on teachers and teacher educators by different personnel as classrooms are becoming increasingly diverse.

Teacher attrition/retention seems to be a wicked issue: it has strong face validity and common-sense meaning, but the literature does not provide a clear definition. In the first section, the author analyzes the different ways in which the issue of teacher attrition and retention is problematized as the basis for a definition: as an educational issue teacher attrition and retention refers to the need to prevent good teachers from leaving the job for the wrong reasons. Arguing that teacher attrition/retention constitutes both a problem and a challenge, he continues in the second part to foreground lessons learned. The conclusion outlines an agenda for teacher education, teacher induction, and school development to positively deal with the challenge to keep the good teachers in teaching.

The birth of a non-racial and democratic South Africa in 1994 created great anticipation that society and education operating under the Apartheid government would be transformed. Education policies and education guidelines based on the South African Constitution now acknowledge the rights of all students from diverse backgrounds and abilities to access quality regular education. Against the background of Goal 4 of the United Nations Sustainable Development Goals, this chapter analyses initial and more recent policies and implementation guidelines to develop an equitable inclusive education system to identify barriers to inclusive education and possible levers for change.

This chapter focuses on the tensions and paradoxes in teaching. At present time, teacher education has the obligation to prepare teachers for diverse student populations, living in a highly varied context. This situation creates several competing expectations of the meaning of teacher education, for instance, preparing for professional autonomy in a world of externally imposed educational policy. The tension between achieving immediate results and success in external exams versus the need to prepare students in an era of migration and growing multiculturalism in school contexts is addressed. It is argued that a common knowledge base is a necessary response to growing multiculturalism while simultaneously leaving space in the curriculum for multicultural aspects of the student population. These double requirements have implications for teacher education which are discussed in the last section of the chapter.