A dialogical approach to conceptualizing teacher identity

In recent attempts to address the notion of teacher identity, scholars have stressed how identity is dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these postmodern characterizations represent radically new perceptions of identity, they are not extensively discussed in relation to previous assumptions on singularity or sameness of teacher identity. The emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified.

Research highlights
► Offers a theoretical substantiation of the multiple, discontinuous and social nature of teacher identity claimed by others.
► Simultaneously nuances this view by emphasizing the unitary, continuous and individual nature of teacher identity.
► Provides a challenging definition of teacher identity and points out its implications for research.
► Suggests that teachers should not be labeled by single terms.
► Stresses that teacher development takes place in the form of self-dialogues between different parts of self.