Reconsidering research on teachers’ professional identity

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

“…a strategy that could preserve their personal well-being. As one teacher described her situation in the reform context: With respect to teacher identity, Beijaard et al (2004) have emphasized that its construction is a process of interpretation and re-interpretation of experiences derived from practices (see also Sutherland et al, 2010). The present study confirms and extends this notion.…”

“…A teacher's professional identity encompasses the individual's current professional interests, views on teaching and on the students' learning, and future prospects (Beijaard, Meijer & Verloop, 2004;Lasky, 2005;Sutherland, Howard & Markauskaite, 2010;van Veen & Sleegers, 2009). The connection between professional identity, agency, and change emerges from the fact that educational change often requires the renegotiation of professional identity, in which process professional agency emerges as salient (Beijaard et al, 2004;Day et al, 2006;Kayi-Aydar, 2015). This implies that it will be necessary to investigate various forms of professional agency in seeking to understand how professional identities are negotiated.…”

“…An educational change can challenge teachers to re-negotiate their identities, but it may also be insufficient to produce a process of identity reformation. This emphasizes the nature of 20 professional agency: a teacher's identity is always constructed in relation to social context, but social demands alone are not enough to change teachers' identities in the absence of their own active efforts and influence (Beijaard et al, 2004;Day et al, 2006;Lasky, 2005;Reeves, 2009). …”

Invited Lectures from the 13th International Congress on Mathematical Education

“…Beauchamp and Thomas 2009;Beijard et al 2004;Brown and McNamara 2011;Cobb and Gresalfi 2011;Diversity in Mathematics Education Center for Learning and Teaching 2007;Hodgen and Askew 2007;Horn et al 2008;Teacher Education Quarterly 2008). Key references and main sources of inspiration come from discourse analysis and social practice theory and include people like Gee (2000Gee ( -2001, Holland et al (1998), Lave (1988), and Wenger (1998.…”

Professional Roles as the Structural Component of Professional Identity of Higher Education Teachers in Samples of Riga and Smolensk

“…In the framework of the project, a hypothetical model of the content of HEI teacher's PI was created based on the works by C. H. Emerson (2010), D. Beijaard et al (2004), A. C. Healey & D. G. Hays (2011), and H. R. Woo (2013 The results of the study have shown that the teachers of both the countries perform their professional roles at a high level. According to the Mann-Whitney coefficient, the differences of indicators for the PI component 'Professional Roles' between the two samples of respondents are not statistically significant.…”