ABSTRACT
Media Studies is one of the most important disciplinary contexts in which educators around the world have sought to integrate popular culture into school education. But how and why do individuals become Media Studies teachers? How do they construct and define their identities as teachers, in relation to their personal history, their institutional location and the ‘subject culture’ of Media Studies? And what might this tell us about the changing nature of teachers’ professional identities more broadly? In this chapter, I address these questions by drawing on in-depth interviews with practising teachers conducted as part of a larger project on learning progression in media education.
