This research paper explores the confluence of significant events in my life that shaped my identity as a teacher and researcher. I employed autoethnography to explore my personal life journey across time, space and context, in order to identify and to analyse the significant moments of epiphany that impacted on my decision to become a teacher. The findings of this study reveal a number of universal qualities of good teachers across three continents who, independently and unbeknown to each other, acted as role models in shaping my identity and my desire to become a teacher in order to serve the communities in which I live. Today, I see myself as a lifelong learner, constantly adapting to change and using new technologies to empower my students with the best possible opportunities to self-regulate their learning and to achieve their short and long-term goals.


Identity Formation, Professional Identity, Effective Teachers

Author Bio(s)

Nikolaos Bogiannidis is an experienced teacher conducting research related to the impact of rich technology spaces on student learning, as part of his PhD studies at Monash University. His research areas of interest include teacher adoption of disruptive technologies, mobile learning and the role of technology in differentiating learning and teaching. Correspondence regarding this article can be addressed directly to: nbog3@student.monash.edu.

Dr. Jane Southcott is an Associate Professor in the Faculty of Education, Monash University. Her research foci are twofold. She explores community music, culture, ageing and engagement in the arts employing both a qualitative, phenomenological approach and quantitative strategies. Her other research field is historical, particularly concerning the development of the music curriculum in Australia, America and Europe. She is a narrative historian and much of her research is biographical. Correspondence regarding this article can also be addressed directly to: jane.southcott@monash.edu.

Dr. Maria Gindidis is currently a School Reviewer, Coordinator of Languages and teaches in both Undergraduate and Post-graduate Teacher Education units on the Clayton Campus, at Monash University. She lectures and delivers workshops in Brain-based learning, Understanding Learning and Teaching, LOTE (Languages) Method (Primary and Secondary), Professional Issues, Leadership, Student Engagement and Bilingual Education. Her PhD research involved teachers' experiences in community languages schools. Correspondence regarding this article can also be addressed directly to: maria.gindidis@monash.edu.


To those teachers who crossed my path and actively supported me in my life journey.

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