Bridging Worlds: Professional Identity Development of an International Mathematics Teacher Educator

Transitioning from a K-12 teacher to a teacher educator involves a significant transformation in professional identity, characterized by intellectual, pedagogical, and cultural challenges. This self-study explores the first author’s journey as an international graduate student transitioning from teacher to mathematics teacher educator in the United States. In this study, I investigate how my identity developed through reflective experiences, challenges, and tensions during the transition from traditional to inquiry-based teaching environments. Drawing on a staged perspective of identity development and a framework emphasizing competence, performance, and recognition, the findings highlight the dynamic and ongoing nature of teacher educator identity formation. Findings suggest that professional identity development involves periods of advancement and hesitation, influenced by external recognition, social participation, and the ongoing negotiation of past and new identities. The implications highlight the necessity for targeted support, including induction programs, mentoring, and communities of practice to foster the growth of novice teacher educators, especially international students navigating dual transitions. This study emphasizes the importance of continuous reflection and adaptation in professional growth as a teacher educator.