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Using dialogical identity construction, it examines how participants are positioned and repositioned during the international learning experience. Treated as a boundary experience, repositioning creates continuity and supports the multiplicity of identity. Narrative analysis shows negotiations with temporality, sociality, and spatiality, evolving understanding of identities and practices in Aceh’s post-conflict and post-disaster context.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-identity-under-reconstruction-article-4-abstract-and-introduction/594002/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-identity-under-reconstruction-article-4-abstract-and-introduction/594002.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central focus of the study?","Question",{"text":112,"@type":113},"The study focuses on Indonesian teachers’ international learning experiences in a Finnish master’s programme as a process of teacher identity reconstruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper explain repositioning in the international learning experience?",{"text":117,"@type":113},"Repositioning is framed as a boundary experience mechanism that creates continuity and supports the multiplicity of teachers’ identities.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of negotiations do participants experience during the programme?",{"text":121,"@type":113},"The narrative analysis indicates negotiations with temporality, sociality, and spatiality, alongside changes in participants’ understanding of identities and practices.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594002,1792172207,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 4 | Article 4 |\n| --- | --- |\n| 2021\u003Cbr>Teacher Identity under Reconstruction: Positional Analysis of Negotiations in an International Teacher Education Programme\u003Cbr>Satia Zen\u003Cbr>Tampere University, Finland\u003Cbr>Eero Ropo\u003Cbr>Tampere University, Finland\u003Cbr>Päivi Kupila\u003Cbr>Tampere University, Finland\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the International and Comparative Education Commons, and the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nZen, S., Ropo, E., & Kupila, P. (2021) . Teacher Identity under Reconstruction: Positional Analysis of Negotiations in an International Teacher Education Programme. Australian Journal of Teacher Education, 46(4) .  \n[http://dx.doi.org/10.14221/ajte.2021v46n4.4](http://dx.doi.org/10.14221/ajte.2021v46n4.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss4/4](https://ro.ecu.edu.au/ajte/vol46/iss4/4)  \nTeacher Identity under Reconstruction: Positional Analyses of Negotiations in an International Teacher Education Programme  \nSatia Zen  \nEero Ropo  \nPäivi Kupila  \nTampere University, Finland  \nAbstract: This paper explores the international learning experiences of Indonesian teachers participating in a Finnish master’s degree  \nprogramme as an identity reconstruction process. We study the participants’ experiences based on dialogical identity construction to explore the positioning and repositioning occurring during an  \ninternational learning experience. Given the conception of this experience as a boundary experience, repositioning is a way to create continuity and support the multiplicity of identity. From the narrative analysis of the participants'stories about the programme, we found that the participants' repositioning during the programme involved negotiation with temporality, sociality and spatiality. Throughout this process, the participants' understanding oftheir identities and practices evolved. The post-conflict and post-disaster context in Aceh, Indonesia, manifests itself through a unique constellation of  \npositionings and stimulates new understandings ofits impact on  \nteaching and learning processes. This study contributes to  \nunderstanding the international teacher programme as arepositioning process for teacher identity reconstruction that supports local meanings and has practical consequences.  \nIntroduction  \nThe internationalization of teacher education and development has been increasing in recent years. Sieber & Mantel (2012) argued that the internationalization of higher education has stimulated mobilities of ideas, students and staff thereby increasing the global awareness of the instrumental role of teachers in determining the quality of student learning. The above situation has encouraged the trend of learning from others across borders, especially from countries such as Finland, where the quality of teacher education is cited as a factor decisive for the quality of its education (Sahlberg, 2011; Schatz, 2015) .  \nInternational programmes exposing and immersing teachers in different cultures and education systems are believed to be the best tools to achieve this outcome (Kissock & Richardson, 2010) . Based on their meta-analysis, Smolcic & Katunich (2017) and Çiftçi & Karaman (2019) associated international experiences with positive outcomes linked to intercultural, professional and linguistic competencies. They also highlight the need for further research on the dynamic, relational and complex change process in international teachers’ experience.  \nRizvi (2005, p.335) moreover points out that an essentialist notion of culture mostly forms the basis for assumed transformations during those experiences, where 'negotiations occur against the backdro","cbCaisyZZfaIjR0Q","https://ap.wps.com/l/cbCaisyZZfaIjR0Q","pdf",367401,"English","# Abstract\n# Introduction\n## Internationalization of teacher education and development\n## Cultural and relational perspectives on identity construction\n## Aceh context and teacher roles","[{\"question\":\"What is the central focus of the study?\",\"answer\":\"The study focuses on Indonesian teachers’ international learning experiences in a Finnish master’s programme as a process of teacher identity reconstruction.\"},{\"question\":\"How does the paper explain repositioning in the international learning experience?\",\"answer\":\"Repositioning is framed as a boundary experience mechanism that creates continuity and supports the multiplicity of teachers’ identities.\"},{\"question\":\"What kinds of negotiations do participants experience during the programme?\",\"answer\":\"The narrative analysis indicates negotiations with temporality, sociality, and spatiality, alongside changes in participants’ understanding of identities and practices.\"}]","Teacher Identity under Reconstruction - Article 4 - Abstract and Introduction | PDF",1792078348,48]