A New Conceptual Framework for Teacher Identity Development

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 co...

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Autores principales: Pishghadam, Reza, Golzar, Jawad, Miri, Mir Abdullah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9126123/
https://www.ncbi.nlm.nih.gov/pubmed/35615191
http://dx.doi.org/10.3389/fpsyg.2022.876395
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author Pishghadam, Reza
Golzar, Jawad
Miri, Mir Abdullah
author_facet Pishghadam, Reza
Golzar, Jawad
Miri, Mir Abdullah
author_sort Pishghadam, Reza
collection PubMed
description 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.
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spelling pubmed-91261232022-05-24 A New Conceptual Framework for Teacher Identity Development Pishghadam, Reza Golzar, Jawad Miri, Mir Abdullah Front Psychol Psychology 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. Frontiers Media S.A. 2022-05-09 /pmc/articles/PMC9126123/ /pubmed/35615191 http://dx.doi.org/10.3389/fpsyg.2022.876395 Text en Copyright © 2022 Pishghadam, Golzar and Miri. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Pishghadam, Reza
Golzar, Jawad
Miri, Mir Abdullah
A New Conceptual Framework for Teacher Identity Development
title A New Conceptual Framework for Teacher Identity Development
title_full A New Conceptual Framework for Teacher Identity Development
title_fullStr A New Conceptual Framework for Teacher Identity Development
title_full_unstemmed A New Conceptual Framework for Teacher Identity Development
title_short A New Conceptual Framework for Teacher Identity Development
title_sort new conceptual framework for teacher identity development
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9126123/
https://www.ncbi.nlm.nih.gov/pubmed/35615191
http://dx.doi.org/10.3389/fpsyg.2022.876395
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