Introduction

In recent years the interest in professional identity research has increased (Beauchamp & Thomas, 2009; Beijaard, Meijer, & Verloop 2004; Flores & Day, 2006) in international research. It is now generally accepted that becoming and being a teacher is complex and (emotionally) demanding. The major part of the identity formation of teachers takes place during teacher education programmes and in the first years of their career. Student teachers and novice teachers not only acquire content knowledge, pedagogical skills and educational attitudes, but also actively construct a sense of themselves as teachers (Beauchamp & Thomas, 2009; Beijaard, Meijer, & Verloop, 2004). For novice teachers, the development of a strong professional identity is important to become a good teacher (Beijaard, 2009; Olsen, 2010).

Although it is accepted that the development of the professional identity of teachers is an important aspect of the growth of teachers during their pre-service education and induction period, there is less attention for those who educate and supervise the teachers: the teacher educators (Murray, 2008; Swennen, Volman & Van Essen, 2008)- many of whom are coming directly from posts as school teachers. There appear to be distinctive tensions involved in this transition from teacher to teacher educator, and in establishing new professional identities. This has been linked to the differing demands and culture of the two workplace settings, as well as the shifts in role, some of which are subtle but fundamental in terms of impact (see, for example, Boyd & Harris, 2010). 

The contributors to this symposium view the concept of professional identity as a changeable and dynamic construct in which both personal as well as professional aspects of a teacher are present (Kelchtermans 2009; Schepens, Aelterman & Vlerick, 2009). In line with the common notions in the growing body of research on teacher identity (see Beauchamp & Thomas, 2009; Beijaard, Meijer, & Verloop, 2004), identity (or “self-understanding”) is seen as (a) influenced by context; (b) formed through relationships; (c) shifting, unstable and multiple; and (d) involving meaning-making. Although a clear definition of identity is not easily reached, Beauchamp & Thomas (2009) report that there is general acknowledgement of its multi-faceted and dynamic nature.

Educational context and educational experience, as well as personal biographical experiences are viewed by the authors of this symposium as the most influential factors to developments in teachers’ professional identity (cf. Beijaard, Verloop, & Vermunt, 2000).