6533b827fe1ef96bd128681f

RESEARCH PRODUCT

Identity-Agency in Progress: Teachers Authoring Their Identities

Maria Ruohotie-lyhty

subject

050101 languages & linguisticsComputingMilieux_THECOMPUTINGPROFESSIONConceptualization05 social sciencesPerspective (graphical)opettajuus050301 educationIdentity (social science)identity-agencytoimijuus06 humanities and the artsopettajatin-service teachersIdentity developmentResource (project management)agencyPedagogyAgency (sociology)ComputingMilieux_COMPUTERSANDEDUCATIONidentiteetti0501 psychology and cognitive sciencesSociology0503 educationidentitypre-service teachers

description

Teachers’ professional identities have been widely recognized as the key resource through which teachers make sense of their work. Despite this recognition, few studies have offered a longitudinal perspective on the processes involved in teachers’ identity development. In this chapter I will offer an advanced conceptualization of the ways in which teachers author their identity development processes. I use examples from two longitudinal research projects on pre-service and in-service teachers’ identity development to illustrate the teachers’ efforts to maintain and develop their professional identities, and identifies two agentic dynamics in professional identity development: renegotiation and defense. peerReviewed

yearjournalcountryeditionlanguage
2018-01-01
https://doi.org/10.1007/978-3-319-93836-3_3