A New Conceptual Framework for Teacher Identity Development
Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel co...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-05-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876395/full |
| Summary: | Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel conceptual framework that includes the following components: mirrors of power, discourse, the imagination of reality, investment, emotioncy, and capital. The above core constituents have been discussed thoroughly to trigger significant insights about teacher identity development. |
|---|---|
| ISSN: | 1664-1078 |