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Identity is a disputed concept. A clear-cut, unitary definition of identity is impossible as it “bears a multivalent, even contradictory theoretical burden” (Brubaker & Cooper, 2000, p. 8). Existing literature shows that teacher identity or teacher professional identity is defined differently. In some cases, there is no definition at all. This chapter summarizes how research on teacher identity evolved in the last two decades. A total of 33 papers on teacher identity were reviewed. To analyze the data, we developed a conceptual framework on teacher identity based on the reviewed papers. In reviewing the literature, we found four lines of studies that have attracted more attention from educational researchers: (1) research on factors shaping teachers' professional identities, (2) studies highlighting the tensions and crises in teachers' professional identities, (3) approaches and models to the construction of teachers' professional identities, and (4) research on students' and beginning teachers' identities. Two different conceptions of teacher identity were found in these lines of research: strong and soft approaches. Strong conception of identity emphasizes sameness over time or across persons. Soft or weak conception of teacher identity, in contrast, is based on the premise that identity is flexible and unstable over time and across persons. Most of the research adopted the soft conception. Thus, the strong conception of teacher identity was understudied. Hence, we do not know what counts as the core professional values or meaning in strong conception of teacher identity. Relying on general pedagogy, we propose a framework based on moral, aesthetic, and rational foundations for developing a strong conception of teacher identity.