A new conceptual framework for teacher identity development

Reza Pishghadam, Jawad Golzar, Mir Abdullah Miri

Research output: Contribution to journalArticlepeer-review

6 Citations (SciVal)

Abstract

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.
Original languageEnglish
Number of pages10
JournalFrontiers in Psychology
Volume13
DOIs
Publication statusPublished - 9 May 2022

Bibliographical note

Data availability statement:
The original contributions presented in the study are included in the article/supplementary material, and further inquiries can be directed to the corresponding author.

Fingerprint

Dive into the research topics of 'A new conceptual framework for teacher identity development'. Together they form a unique fingerprint.

Cite this