Pedagogies of Developing Teacher Identity

Abstract

Interest in supporting the development of teachers’ professional identity in preservice and in-service teacher education programs has increased in recent decades considerably, given that teachers’ sense of their professional identity manifests itself in job satisfaction, occupational commitment, self-efficacy, and changes in their levels of motivation (i.e., Day, 2002). In this chapter, we present different pedagogies that have been enacted in the Estonian context to support the development of preservice and novice teachers’ professional identity. The pedagogies have been divided into three groups: pedagogies that facilitate the professional aspect of teacher identity, pedagogies that address the personal aspect of teacher identity, and pedagogies that support the interaction of the professional and personal aspects of teacher identity.

Citation

Leijen, Ä., Kullasepp, K. and Anspal, T. (2014), "Pedagogies of Developing Teacher Identity", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Leeds, pp. 311-328. https://doi.org/10.1108/S1479-368720140000022019