Logo image
Back
Navigating identity development as an ‘international inexperienced’ early career health and physical education teacher educator: a self-study
Journal article   Open access   Peer reviewed

Navigating identity development as an ‘international inexperienced’ early career health and physical education teacher educator: a self-study

Carla Valerio, Tina Marcoionni and Ben Williams
Sport, Education and Society, Vol.First online, pp.1-14
25/07/2025
DOI: https://doi.org/10.1080/13573322.2025.2538769
Appears in  Recent Faculty of Education Publications
url
Navigating identity developmentView
Published (Version of record)CC BY-NC-ND V4.0,  Open

Related links

Metrics

22 Record Views
1 Times Cited - Web of Science

UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

Abstract

internalisation early career teacher educator self-study of teacher educator practices health and physical education teacher education identity
This self-study approaches the complexity of the internationalisation of the academic workforce in Health and Physical Education Teacher Education (HPETE), particularly in early career stages. Although scholars have been exploring the transition from Health and Physical Education (HPE) teachers to HPE teacher educators, less is known about the journeys of graduating doctoral students with no substantive teaching experience in K-12 settings entering teacher education. Moreover, as the HPETE labour market continues to globalise, and as increasing numbers of early-career academics accept international roles in countries other than those in which they completed their doctoral studies or their own HPETE, in-depth explorations of how these academics develop their professional identities are critical. The present self-study addresses these two important gaps in the literature by exploring an early-career HPE teacher educator’s process of identity construction while navigating the complexity of working in an international context and doing so without school teaching experience. This work utilises critical moments to explore perceptions of professional self-worth, understandings of competence and efforts in relation to approaching teaching through distinct pedagogies, relationships inside and outside the institution, and the impact of the doctoral training focused on the research component. This self-study contributes to the development of insights that can support international early-career teacher educators to engage in the exploration of their individual journeys towards identity development with the collaborative support of critical friends. Additionally, this paper aims to call out to a broader discussion on how to support international early-career teacher educators navigating change and adaptation in the HPETE space.

Details

Logo image