ABSTRACT
Research in teacher education has drawn attention to the role of situated learning processes in teachers’ professional development (Korthagen, 2017). In this regard, the link between the formation of teacher identities and professional learning patterns has become a key area of emphasis in the field of teacher education (Kelchtermans, 2009; Vermunt et al., 2017). Internationally, this can be observed in various forms such as professional learning communities or individual professional learning efforts. One domain in which teachers’ epistemological reasoning can be explored is professional learning narratives (Mena, Hennissen, & Loughran, 2017). This chapter integrates a brief critical reflection on the conceptual framing of “successful teachers” in the public domain and discusses the affordances of inquiring into particular “successful” teachers’ narratives in education. We also reflect on the diversity of contexts introduced in this volume with a focus on understanding the situated nature of teacher identity.
