Skip to first unread message
Mathematics Education Researchers (MER) community
Apr 9, 2026, 4:18:21 AMApr 9
to Mathematics Education Researchers (MER) community
Re-examining Educator Work: Identity, Wellbeing, and Professional life Across Educational Spaces
Across the globe, education is increasingly shaped by intensifying political scrutiny, policy constraint, workforce precarity, and public narratives of crisis. Teachers and teacher educators now work within tightening parameters that profoundly shape professional identity, wellbeing, and career trajectories. At the same time, education remains deeply relational, locally situated, and sustained by forms of collaboration, care, and professional commitment that often sit outside formal structures. This edited collection brings these tensions into focus by examining education as a site of border crossing, third-space work, and ongoing professional becoming.
The collection invites scholars to explore how educators navigate blurred boundaries between school and university, policy and practice, professional and personal identities, stability and uncertainty. Drawing on concepts such as identity, belonging, third spaces, and career mobility, contributors are encouraged to examine how educators make meaning, sustain wellbeing, and exercise agency within increasingly politicised and constrained systems. Rather than positioning education as an abstract or elite endeavour, this collection foregrounds practice-based, grounded, and collaborative work that reflects the lived realities of educators ‘on the ground’.
A central concern of the collection is the future of teacher education and educator work. What does teacher education look like now, and what could it look like if designed in more relational, inclusive, and sustainable ways? How might school-university-industry partnerships, hybrid roles, cross-sector careers, and alternative professional pathways challenge deficit narratives around teacher attrition and instead reframe questions of retention, renewal, and professional flourishing?
This collection will appeal to researchers working across education, teacher education, higher education, professional learning, and educational leadership. By bringing together diverse global perspectives, methodologies, and career stages, the collection aims to push back against reductive policy discourses and offer hopeful, critically grounded accounts of how educators are re-imagining work, identity, and belonging in complex educational landscapes.
More: https://link.springer.com/collections/jggdcbedea?utm_medium=internal_display&utm_source=snlink&utm_content=a01Jz000016S8OTIA0&utm_campaign=CONR_DISCV_AWA1_GL_PJNL_04NVK_auto-nativ
Across the globe, education is increasingly shaped by intensifying political scrutiny, policy constraint, workforce precarity, and public narratives of crisis. Teachers and teacher educators now work within tightening parameters that profoundly shape professional identity, wellbeing, and career trajectories. At the same time, education remains deeply relational, locally situated, and sustained by forms of collaboration, care, and professional commitment that often sit outside formal structures. This edited collection brings these tensions into focus by examining education as a site of border crossing, third-space work, and ongoing professional becoming.
The collection invites scholars to explore how educators navigate blurred boundaries between school and university, policy and practice, professional and personal identities, stability and uncertainty. Drawing on concepts such as identity, belonging, third spaces, and career mobility, contributors are encouraged to examine how educators make meaning, sustain wellbeing, and exercise agency within increasingly politicised and constrained systems. Rather than positioning education as an abstract or elite endeavour, this collection foregrounds practice-based, grounded, and collaborative work that reflects the lived realities of educators ‘on the ground’.
A central concern of the collection is the future of teacher education and educator work. What does teacher education look like now, and what could it look like if designed in more relational, inclusive, and sustainable ways? How might school-university-industry partnerships, hybrid roles, cross-sector careers, and alternative professional pathways challenge deficit narratives around teacher attrition and instead reframe questions of retention, renewal, and professional flourishing?
This collection will appeal to researchers working across education, teacher education, higher education, professional learning, and educational leadership. By bringing together diverse global perspectives, methodologies, and career stages, the collection aims to push back against reductive policy discourses and offer hopeful, critically grounded accounts of how educators are re-imagining work, identity, and belonging in complex educational landscapes.
More: https://link.springer.com/collections/jggdcbedea?utm_medium=internal_display&utm_source=snlink&utm_content=a01Jz000016S8OTIA0&utm_campaign=CONR_DISCV_AWA1_GL_PJNL_04NVK_auto-nativ
Reply all
Reply to author
Forward
0 new messages