Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity

Chapter
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 7)

Abstract

This chapter explores the notion of teacher professional identity, reporting on a three-year study that sought to understand the formation and mediation of professional identity for secondary school teachers. It highlights the domains of personal experience, professional context and external political environment in the ever-emerging construction of teacher professional identity and suggests that ‘identity anchors’ work to fix teachers’ professional identities at particular points in their careers, providing a connection point between the essential identity question of ‘Who am I in this context?’ and broader questions of moral and educational purpose.

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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.University of NewcastleOurimbahAustralia

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