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.
CITATION STYLE
Ruohotie-Lyhty, M. (2018). Identity-agency in progress: Teachers authoring their identities. In Research on Teacher Identity: Mapping Challenges and Innovations (pp. 25–36). Springer International Publishing. https://doi.org/10.1007/978-3-319-93836-3_3
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