Understanding teacher professional identity through storying learner and teacher experiences

This autoethnographic study investigates how the researcher's experiences as a second-generation Greek-Australian student and teacher have influenced her professional identity as a teacher in Victorian schools. Underpinning the study is the belief that teachers' personal and professional experiences exert influence long after these events have passed, and that new knowledge is gained by understanding our lived experiences. Insights are provided into bicultural student and teacher identity and the influences on the formation of teachers' professional selves. The findings contribute to knowledge about how bicultural teachers develop their professional identities within their social, cultural, educational and linguistic contexts.