The role of motility and viscosity in professional identity construction: a comparison of three cohorts of mobile teachers

Teacher mobility is a widespread and growing phenomenon. This study sought to examine professional identity construction processes among mobile teachers across various contexts. Using the concepts of motility and viscosity, we examined three cohorts teaching abroad in different contexts–a national organization context, a private organization context, and a familial context (due to spouse-driven expatriation). We explored the processes of constructing a professional identity through the lens of a dialogue between teachers and their work environment. We found that context plays a central role in establishing teachers’ motility capital and results in different professional identity conceptualizations. We contribute to the literature by highlighting how varying migration contexts shape migrant teachers’ professional identity construction. By emphasizing the influence of context on identity negotiation strategies, the study underscores the need for schools and organizations to develop models that support the construction of optimal professional identities among mobile teachers. Additionally, the findings have significant implications for educational policy and practice, calling for context-sensitive support models to better integrate and empower migrant teachers in diverse educational systems.