Teachers’ Professional Knowledge and their Professional Identity If they Relate or not?

Abstract

There exist some evidence that research on knowledge of teachers has led to new insights and that studies on teachers’ professional identity is of increasing interest for research in the field of education. In reality, there has been no attempt documented in opening the black box of teachers’ professional identity and professional knowledge to see how they actually internally related. The current paper fills this gap and bases its reasoning of teachers’ professional knowledge presumably seen as the reflection of their professional identity on 3 central parts of teachers’ professional knowledge (conceptions, relations, conditions) and 3 aspect of their professional identity (subject matter experts, pedagogical experts and didactic experts). Significantly potential implication can be drawn for the identification of instructor’s trends of teaching through having a sufficient and comprehensive understanding about what they believe about them as the instructors. Also to be considered is its potential contribution to the advancement of educational studies regarding proposing the new pedagogical and didactical intervention and adapting the currently-employed measures for quality assurance to approach the teaching development.