Reconsidering Research on Teachers' Professional Identity
2004 · Teaching and Teacher Education
Overview
A field review that differentiates strands of teacher professional-identity research.
Core Question
What has teacher-identity research meant by professional identity?
Central Argument
Teacher identity is approached through multiple conceptual strands rather than one fixed attribute.
Theoretical Contribution
Supplies a field-review route for selecting and delimiting a teacher-identity lens.
Theory Relationships
- Teacher Identity Theory — synthesis
Reading Focus
- Compare the conceptual strands before adopting an identity definition.
- Do not treat a review as evidence of one universal identity process.
Legal Access Path
- Open the authoritative bibliographic record — Use the linked publisher, DOI, university, journal, library, or institutional record to locate lawful access through a library or the rights holder.
Sources & verification
- VerifiedThe linked record verifies this work's bibliographic details and lawful access route. — Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20(2), 107-128.
- Editorially ReviewedThe central argument, theoretical contribution, relationship, and reading emphasis are bounded Syntag editorial syntheses, not quotations or claims of universal consensus.
- Research GuidanceReading priorities should be adapted to the research question, prior knowledge, access, and disciplinary guidance.
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