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This paper brings a unique, longitudinal perspective to the field of teacher identity by extending on Lave and Wenger's (1991) notion of legitimate peripheral participation to theorise the relationship between teacher identity and agency in multiple and temporal practicum contexts. This study examined eight pre-service teachers in three teaching practicums over a three-year period. Findings reveal that each pre-service teacher became 'identity brokers' by employing agentic tools to affirm and maintain their identities within multiple practicum contexts. These agentic tools included demonstrating situated knowledge, codes of practice and establishing a system of relations with old-timers in each practicum school in order to gain legitimacy as a newcomer. In doing so, this paper demonstrates how legitimate peripheral participation offers a new way to theorise the complex and nuanced relationship between identity and agency in multiple and temporal contexts.

Since Samoan fa’afaletui (meeting) was first conceptualized as a research methodology, fa’afaletui has experienced an uncomfortable coupling with Western research approaches and methods. This article takes an epistemological turn by looking closely at the Indigenous principles and cultural practices that underpin fa’afaletui as a traditional conversational practice to bring fresh insight into fa’afaletui as a research methodology and method.

In 2018, the Organisation for Economic Co-operation and Development's (OECD) is set to introduce an assessment of Global Competence in its Programme for International Student Achievement (PISA). This assessment lays the foundation for a set of knowledge, skills, values and beliefs that the OECD considers necessary to become a globally competent citizen. Throughout this chapter we identify and critique the intended socialising function of PISA's Global Competence, and consider its implications for Initial Teacher Education (ITE). We do this by drawing on Bernstein's theoretical tools to engage in a critical analysis of PISA's Global Competence framework. Our analysis reveals three key findings: 1) PISA's Global Competence acts as a symbolic regulator of consciousness; 2) PISA's Global Competence facilitates a new form of global pedagogic governance, and 3) ITE can play an important role in either reproducing, disrupting or transforming the socialising function of PISA's Global Competence. In conclusion we argue that engaging with Comparative and International Education scholarship will prepare pre-service teachers to respond to the complexities and demands of an uncertain educational future within an increasingly globalised educational landscape.

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