This edited volume explores the multifaceted nature of teacher identity development, addressing the pressing need for quality education amidst teacher shortages, attrition, and accountability demands. By compiling diverse theoretical, methodological, and practical approaches, it serves as a key reference for researchers. The volume brings together global scholars to discuss how teacher identities influence motivation, learning, and emotions across various contexts and disciplines. It emphasizes the social-cultural-historical dimensions of intersecting and marginalized identities, contributing to debates on theories and methodologies.

Organized into four sections, it covers theoretical foundations, intersecting identities, content area-specific development, and global perspectives. This comprehensive collection aims to advance understanding of teacher identity in the evolving educational landscape.

Ji Hong is a Professor in the Department of Educational Psychology at the University of Arizona, USA. Her research addresses pre-service and in-service teachers’ identity development and related motivational and emotional issues. She specifically investigates marginalized teachers’ intersecting identity negotiation and counterstories embedded in various contexts. She serves on editorial boards for journals in teacher education and educational psychology.

Dionne Cross Francis is the Joseph Niekirk Term Professor at the University of North Carolina at Chapel Hill, USA. Her research lies at the intersection of mathematics education, educational psychology, and teacher education. She focuses on understanding both the contextual and teacher-specific factors that motivate teacher actions as they plan and instruct with the goal of determining the optimal design features of professional development that allow teachers to thrive.

Paul A. Schutz is a Professor Emeritus at the University of Texas, San Antonio, USA and an affiliated member of the Department of Educational Psychology at the University of Arizona, USA. His research interests include emotions in education, teacher identity development, race and ethnicity in educational contexts, and research methods and methodologies. He is a past president of the APA Division 15: Educational Psychology and a former co-editor of the Educational Researcher: Research News and Comments.