Teacher identity influences the ways in which teachers “construct their own ideas of ‘how to be,’‘how to act,’ and ‘how to understand’ their work and their place in society” (Sachs, 2005, p. 15). Factors that modify the professional identity of teachers of secondary school: the effect of educational politic. Teacher identity involves the role of the teacher and the individual’s adoption of the professional teacher identity. These perceptions are examined in the context of increasingly rigorous regulatory framework of teacher’s work over the past two decades, particularly the growth of a ‘performance management’ culture. This study addresses the disruption in teacher educator identity that four teacher educators went through as they moved from physical, on campus identities toward a … The development of a professional identity plays an important part in pre-service teacher education. ... Sleegers, P., & van de Ven, P.-H. (2005). Sachs (2005) supports this notion and claims that forming professional identity is partly a negotiation between experi-ences and the meaning-making of those experiences, which might entail conflicting perspectives, beliefs, and practices and shifts in thinking about teaching (Korthagen, Loughran, & Russell, 2006; Leshem, 2012). Therefore, examining teachers’ professional identity formation is important in order to understand what teachers personally desire and what they find in the reality (Lamote & Engels, 2010). Teachers’ professional identity … The first draws on Connelly and Clandinin’s (1999, p. • Self-concept – belief about who you are as a person. Sachs, J. 2005) and gradually on their professional identity (McNess et al, 2003; Osborn, 2006). Professional identity according to Lasky (2005) is considered as how 4. Journal of Education Policy, 16(2), 149–161. 2008; Sachs, 2005). Importantly, it suggests that identity is ‘never gained nor maintained once and for all’ (Sikes et al., 1985, p.155). Teacher professional identity: Competing discourses, competing outcomes. Teacher professional identity: competing discourses, competing outcomes. to Sachs (2005: 15) teachers’ professional identity ‘stands at the core of the teaching profession. The sociocultural view situates identity within the appropriation of knowledge and practices that enable participation in socially derived meaning systems, relationships and communal activities (such as teaching) - that in turn inform us how to act, how to understand, and how to be (Olsen, 2008; Sachs, 2005). (2005). Teacher education and the development of professional identity: Learning to be a teacher. Definitions: teacher professionalism and identity Teachers’ strong sense of professional identity distinguishes and differentiates them from other workers (Sachs, 2005). She states that: ‘for teachers this is mediated by their own experience in schools and outside of schools as well as their own beliefs and values about what it means to be a teacher and the type of teacher they aspire to be’ (2001a, p. 6). Sachs, J. Teacher education and the development of professional identity: Learning to be a teacher. (2009). ELT Student Teacher Identity Construction: Exploring Teacher Roles and Domains of Expertise. Importantly, teacher identity is not something that is fixed nor is it imposed; rather it is negotiated through experience and the sense that is made of that experience (Sachs, 2005, p. 15)” (cited in Beauchamp & Thomas, 2009, p. 175). Thus the process of teacher professional identity forma-tion has been characterised in the scholarly literature as Connelly and Clandinin (1999) describe teachers’ professional knowledge in Teacher professional identity is interwoven with a process of ‘becoming’ because it is based on individual teachers’ evolving perspectives and philosophies that are continually re-constructed through teaching experience and the interaction with the broader world shaping professional practices (Walkington, 2005). Thus, identity cannot be thought about without considering the social interplay between the individual and the larger environment or community (Wenger 1998, 145). In this perspective, professional teacher identity is continually being defined and redefined. 2010; Sachs, 2005), and literacy and teacher identity (Moje, 2008; Spitler, 2009, 2011). In this study, ... Sachs, J. Teacher education and the development of professional identity: Learning to be a teacher J Sachs Connecting policy and practice: Challenges for teaching and learning in … , 2005 Journal of Education Policy, 16(2), 149 161 Skorda, E. (2010). Sachs, J (2005) Teacher education and the development of professional identity: learning to be a teacher. New teacher shift in their identity Changes continue throughout careers reinventing of teachers Identity is dynamic, rather than stable Identity is multi-faceted It shifts … ... (Olsen, 2008; Sfard & Prusak, 2005). Note: the authors identified that the distinction between personal A view of teacher identity as both product (a result of influences on the teacher) and process (a form of ongoing interaction within

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