Preservice high school science teacher identity: Using drawing enhanced learning monographs

Abstract

The construct of teacher identity is complex and difficult to define. In addition to professional elements such as subject knowledge, teaching skills and understanding of pedagogical practices, it encompasses personal ideas about what teachers are and what they are expected to be. Sachs (2005) has described teacher identity quite succinctly as a framework for teachers to construct their own ideas of “how to be”, “how to act” and “how to understand” their work and their place in society.