Gang Zhu is associate professor of teacher education and comparative education at East China Normal University, China.

Gang Zhu and his colleagues have most certainly placed the examination of teacher agency, resilience, and identity at the heart of developing understandings of teaching and teacher education through their efforts in creating this book. The text explores these themes theoretically and conceptually through a consideration of a number of interesting research projects that employ a range of methodological approaches. Importantly, the contributors draw on work from a range of contexts and settings including rural and international school contexts, and from teacher preparation through to special education. By so doing, the volume offers insights into the complexity of teachers’ agency, resilience and identity in ways that help to draw attention to shortcomings of simplistic approaches to education as a technical enterprise. With forewords from two esteemed professors, the strength of arguments presented offers readers a text that is both challenging and thought-provoking.

• Foreword by Gert BiestaIntroduction: Examining the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age: Contexts and Issues, Gang ZhuChapter One: Agency, Resilience, and Attribution: Examining the Disparate Challenges of Two Schools Interfacing with Neoliberal-based Policies, Ji Hong, Dionne Cross Francis, Kelly Chong, Laura Lewis, Alex Parsons, Crystal Neill, and Qian WangChapter Two: Teach elsewhere - A sociocultural perspective on an immigrant teacher’s agency and perezhivanie during the process of learning to teach in Australia, Hongzhi YangChapter Three: Encountering adversity and emotional challenges in teacher education: Pre-service teachers, agency, resilience and emerging teacher identity, Henrik LindqvistChapter Four: Change in early career teachers’ professional agency in secondary schools in the Netherlands, Anna van der Want, Harmen Schaap, Paulien Meijer, Helma Oolbekkink-Marchand, Léonie Janssen, and Marleen EnsinkChapter Five: Technologies of performativity i

Gang Zhu is associate professor of teacher education and comparative education at East China Normal University, China.

Gang Zhu and his colleagues have most certainly placed the examination of teacher agency, resilience, and identity at the heart of developing understandings of teaching and teacher education through their efforts in creating this book. The text explores these themes theoretically and conceptually through a consideration of a number of interesting research projects that employ a range of methodological approaches. Importantly, the contributors draw on work from a range of contexts and settings including rural and international school contexts, and from teacher preparation through to special education. By so doing, the volume offers insights into the complexity of teachers’ agency, resilience and identity in ways that help to draw attention to shortcomings of simplistic approaches to education as a technical enterprise. With forewords from two esteemed professors, the strength of arguments presented offers readers a text that is both challenging and thought-provoking.

• Foreword by Gert BiestaIntroduction: Examining the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age: Contexts and Issues, Gang ZhuChapter One: Agency, Resilience, and Attribution: Examining the Disparate Challenges of Two Schools Interfacing with Neoliberal-based Policies, Ji Hong, Dionne Cross Francis, Kelly Chong, Laura Lewis, Alex Parsons, Crystal Neill, and Qian WangChapter Two: Teach elsewhere - A sociocultural perspective on an immigrant teacher’s agency and perezhivanie during the process of learning to teach in Australia, Hongzhi YangChapter Three: Encountering adversity and emotional challenges in teacher education: Pre-service teachers, agency, resilience and emerging teacher identity, Henrik LindqvistChapter Four: Change in early career teachers’ professional agency in secondary schools in the Netherlands, Anna van der Want, Harmen Schaap, Paulien Meijer, Helma Oolbekkink-Marchand, Léonie Janssen, and Marleen EnsinkChapter Five: Technologies of performativity i

Gang Zhu is associate professor of teacher education and comparative education at East China Normal University, China.

Gang Zhu and his colleagues have most certainly placed the examination of teacher agency, resilience, and identity at the heart of developing understandings of teaching and teacher education through their efforts in creating this book. The text explores these themes theoretically and conceptually through a consideration of a number of interesting research projects that employ a range of methodological approaches. Importantly, the contributors draw on work from a range of contexts and settings including rural and international school contexts, and from teacher preparation through to special education. By so doing, the volume offers insights into the complexity of teachers’ agency, resilience and identity in ways that help to draw attention to shortcomings of simplistic approaches to education as a technical enterprise. With forewords from two esteemed professors, the strength of arguments presented offers readers a text that is both challenging and thought-provoking.

• Foreword by Gert BiestaIntroduction: Examining the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age: Contexts and Issues, Gang ZhuChapter One: Agency, Resilience, and Attribution: Examining the Disparate Challenges of Two Schools Interfacing with Neoliberal-based Policies, Ji Hong, Dionne Cross Francis, Kelly Chong, Laura Lewis, Alex Parsons, Crystal Neill, and Qian WangChapter Two: Teach elsewhere - A sociocultural perspective on an immigrant teacher’s agency and perezhivanie during the process of learning to teach in Australia, Hongzhi YangChapter Three: Encountering adversity and emotional challenges in teacher education: Pre-service teachers, agency, resilience and emerging teacher identity, Henrik LindqvistChapter Four: Change in early career teachers’ professional agency in secondary schools in the Netherlands, Anna van der Want, Harmen Schaap, Paulien Meijer, Helma Oolbekkink-Marchand, Léonie Janssen, and Marleen EnsinkChapter Five: Technologies of performativity i