Call for Papers: The Contexts and Processes of Shaping Teacher Identity
The importance of studying teachers’ personal and professional identities has gained significant attention in recent years. There has been extensive research conducted on defining the meaning of the professional identity of teachers and how it is shaped in interaction with other variables. Professional identity is understood as an active and changing process that is not only influenced by the individual personality and internal factors, but also by external factors (Beauchamp & Thomas, 2009; Beijaard et al., 2004; Schepens et al., 2009). External factors can otherwise be explained as professional or contextual dimensions of teachers’ professional practice.
To better understand the development of teacher professional identity that connects to school realities, further examinations can be focused on understanding how the pre-service and in-service education of teachers interlink with personal and professional identity development. This phenomenon needs to be examined in response to the development of post-modern professionalism (Hargreaves, 2000). The development of the teaching profession is still considered to be dynamic, will continue to be so, and it will be hard to project what the professionalism to be demanded a decade from now will be, regardless of how we are projecting the future from the present perspective. Therefore, attempts should be made to train teachers who are able to adapt to any policy (curriculum, teaching standards) as well as reality (dynamics of diversity, understanding teaching as complex task) given the dynamic work realities with which teachers will be faced. Linking the development of teacher professional identity with this is paramount.
The focus of this issue will examine the following important points:
- How do different education system contexts (including the culture of schooling and education policies) shape teachers personal and professional identities?
- How do and what does it mean for initial teacher education curricula to aim for the development of teacher identity that responds to current school realities?
- How does pre-service teacher education formulate the processes that support the development of teacher identity that reflects the qualities of good teachers?
- In what ways do in-service development opportunities shape teachers’ personal and professional identities?
Theoretical and empirical articles are welcome for this issue to contribute to new insights on how pre-service, in-service teacher education and other overall context variables connect to the development of teacher identity that is required in the current European and global contexts of the teaching profession. This will help identify common perspectives on shaping teacher identity in order to help the development of the teaching profession in national and transnational contexts.
Beauchamp, C., and Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers' professional identity. Teaching and Teacher Education, 20, 107-128.
Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching: History and Practice. 6(2), 151–182.
Schepens, A., Aelterman, A., and Vlerick, P. (2009). Student teachers' professional identity formation: between being born as a teacher nad becoming one. Educational Studies, 35, 361-378.
Article submission timeline:
30 March 2020: submission of paper title and abstract [250 words max.]
30 December 2020: paper submission [between 5,000 and 7,000 words]
September 2021: publication of the focus issue in the CEPS journal
Please send the abstract to email@example.com and clearly state the title of the focus issue.
When preparing the manuscript, please follow our guidelines, available here: