Myint Swe Khine holds a Master's degree from the University of Southern California, USA, and the University of Surrey, UK, as well as a Doctor of Education from Curtin University, Australia. He has worked at the National Institute of Education at Nanyang Technological University, Singapore, and was a Professor at Emirates College for Advanced Education in the United Arab Emirates. He has edited several books, and the recent volume New Directions in Rhizomatic Learning: From Poststructural Thinking to Nomadic Pedagogy was published by Routledge in 2023.Abdulghani Muthanna is an Associate Professor at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway. With interdisciplinary expertise in the development and reform of comparative and international (teacher) education in international contexts, his research interests include education policy, research ethics and integrity, research supervision, and academic professionalism. He is also the leader of "TEDUPO: Teacher and Educator Professionalism: https://www.ntnu.edu/ilu/tedupo" research group at NTNU.

• Part 1: Introduction 1. Teaching as a profession and professional identity development Part 2: Approaches to Professional Identity Development 2. Development of teacher professional identity through problem-based learning programmes 3. Pre-service teachers’ emotions, challenges, and professional identity development during the practicum: A case study in Turkey 4. How the professional identity of teaching and research staff is formed at the Spanish university 5. At war with ourselves: Academic professional identity development in the aftermath of U.S. Military Service 6. ‘I am not a good teacher’: Unpacking an early-career teacher’s emotions and professional identity development during disorienting times 7. Beyond home and host country: Professional development among exiled dissidents 8. Impact of external agencies on the development of professional identity among professionals working at Spanish universities Part 3: Reflections on Professional Identity Development 9. Forming a strong professional identity in teaching and research through concrete action pathways: swallowing the bitter pill and moving on 10. Beyond borders, languages, and disciplines: Navigating the pathways of professional development 11. Dance into difference: Spaces, places, and the in-between of academic identities 12. The role of teacher beliefs and classroom interactions on language teacher professional identity in Egypt 13. The key factors for shaping and developing professional identity in higher education 14. Academic professionalism: Meanings and self-reflections on how to continue to advance academic professionalism in higher education

Myint Swe Khine holds a Master's degree from the University of Southern California, USA, and the University of Surrey, UK, as well as a Doctor of Education from Curtin University, Australia. He has worked at the National Institute of Education at Nanyang Technological University, Singapore, and was a Professor at Emirates College for Advanced Education in the United Arab Emirates. He has edited several books, and the recent volume New Directions in Rhizomatic Learning: From Poststructural Thinking to Nomadic Pedagogy was published by Routledge in 2023.Abdulghani Muthanna is an Associate Professor at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway. With interdisciplinary expertise in the development and reform of comparative and international (teacher) education in international contexts, his research interests include education policy, research ethics and integrity, research supervision, and academic professionalism. He is also the leader of "TEDUPO: Teacher and Educator Professionalism: https://www.ntnu.edu/ilu/tedupo" research group at NTNU.

• Part 1: Introduction 1. Teaching as a profession and professional identity development Part 2: Approaches to Professional Identity Development 2. Development of teacher professional identity through problem-based learning programmes 3. Pre-service teachers’ emotions, challenges, and professional identity development during the practicum: A case study in Turkey 4. How the professional identity of teaching and research staff is formed at the Spanish university 5. At war with ourselves: Academic professional identity development in the aftermath of U.S. Military Service 6. ‘I am not a good teacher’: Unpacking an early-career teacher’s emotions and professional identity development during disorienting times 7. Beyond home and host country: Professional development among exiled dissidents 8. Impact of external agencies on the development of professional identity among professionals working at Spanish universities Part 3: Reflections on Professional Identity Development 9. Forming a strong professional identity in teaching and research through concrete action pathways: swallowing the bitter pill and moving on 10. Beyond borders, languages, and disciplines: Navigating the pathways of professional development 11. Dance into difference: Spaces, places, and the in-between of academic identities 12. The role of teacher beliefs and classroom interactions on language teacher professional identity in Egypt 13. The key factors for shaping and developing professional identity in higher education 14. Academic professionalism: Meanings and self-reflections on how to continue to advance academic professionalism in higher education

Myint Swe Khine holds a Master's degree from the University of Southern California, USA, and the University of Surrey, UK, as well as a Doctor of Education from Curtin University, Australia. He has worked at the National Institute of Education at Nanyang Technological University, Singapore, and was a Professor at Emirates College for Advanced Education in the United Arab Emirates. He has edited several books, and the recent volume New Directions in Rhizomatic Learning: From Poststructural Thinking to Nomadic Pedagogy was published by Routledge in 2023.Abdulghani Muthanna is an Associate Professor at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU), Norway. With interdisciplinary expertise in the development and reform of comparative and international (teacher) education in international contexts, his research interests include education policy, research ethics and integrity, research supervision, and academic professionalism. He is also the leader of "TEDUPO: Teacher and Educator Professionalism: https://www.ntnu.edu/ilu/tedupo" research group at NTNU.

• Part 1: Introduction 1. Teaching as a profession and professional identity development Part 2: Approaches to Professional Identity Development 2. Development of teacher professional identity through problem-based learning programmes 3. Pre-service teachers’ emotions, challenges, and professional identity development during the practicum: A case study in Turkey 4. How the professional identity of teaching and research staff is formed at the Spanish university 5. At war with ourselves: Academic professional identity development in the aftermath of U.S. Military Service 6. ‘I am not a good teacher’: Unpacking an early-career teacher’s emotions and professional identity development during disorienting times 7. Beyond home and host country: Professional development among exiled dissidents 8. Impact of external agencies on the development of professional identity among professionals working at Spanish universities Part 3: Reflections on Professional Identity Development 9. Forming a strong professional identity in teaching and research through concrete action pathways: swallowing the bitter pill and moving on 10. Beyond borders, languages, and disciplines: Navigating the pathways of professional development 11. Dance into difference: Spaces, places, and the in-between of academic identities 12. The role of teacher beliefs and classroom interactions on language teacher professional identity in Egypt 13. The key factors for shaping and developing professional identity in higher education 14. Academic professionalism: Meanings and self-reflections on how to continue to advance academic professionalism in higher education