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Teacher Identity and Motivation: The Dynamic Systems Model of Role Identity

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Research on Teacher Identity

Abstract

In this chapter, we describe the Dynamic Systems Model of Role Identity (DSMRI)—a conceptual model that integrates understandings from multiple perspectives on identity and motivation. By using the DSMRI we capture the rich, complex, dynamic, and contextualized nature of teacher identity, while anchoring it in established identity and motivational constructs. The model highlights the central roles of knowledge and emotion in teacher identity and motivation; emphasizes the interdependence of identity elements, and hence the irreducibility of the teacher identity to its components; illustrates the continuous emergence of identity content, structure, and process of formation; and portrays the non-linear and non-deterministic nature of identity change as afforded and constrained by cultural means as well as individual-dispositional characteristics.

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Author information

Authors and Affiliations

  1. Department of Psychological Studies in Education, Temple University, Philadelphia, PA, USA

    Avi Kaplan

  2. Center for Educational Partnerships, Old Dominion University, Norfolk, VA, USA

    Joanna K. Garner

Authors
  1. Avi Kaplan
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  2. Joanna K. Garner
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Correspondence to Avi Kaplan .

Editor information

Editors and Affiliations

  1. University of Texas, San Antonio, Texas, USA

    Paul A. Schutz

  2. University of Oklahoma, Norman, Oklahoma, USA

    Ji Hong

  3. Indiana University, Bloomington, Indiana, USA

    Dionne Cross Francis

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Kaplan, A., Garner, J.K. (2018). Teacher Identity and Motivation: The Dynamic Systems Model of Role Identity. In: Schutz, P., Hong, J., Cross Francis, D. (eds) Research on Teacher Identity. Springer, Cham. https://doi.org/10.1007/978-3-319-93836-3_7

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  • DOI: https://doi.org/10.1007/978-3-319-93836-3_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-93835-6

  • Online ISBN: 978-3-319-93836-3

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