The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook:

Developing the Personal and Professional in Making a Teacher Identity

Developing the Personal and Professional in Making a Teacher Identity

Douwe Beijaard Paulien C. Meijer


Teaching is both personal and professional. Who one is as a person is strongly interwoven with how one works as a professional. Both dimensions together represent one's teacher identity. Teacher identity is expressed in one's image-of-self-as-teacher and consists of a complex configuration of personal and professional factors that more or less influence each other (Beijaard, Meijer & Verloop, 2004; Day & Gu, 2014). It is not a perspective by which teacher professional learning is conceptualized as a linear process of developing the knowledge, skills and dispositions that are needed for competent teaching, but a perspective by which becoming a teacher results from ...

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