Construction and reconstruction of teachers' professional identity

Teacher’s identity is inextricably linked to professional practice and to continued professional learning and development [1]. Becoming a teacher involves, in essence, the (trans)formation of teacher’s identity. This is a process that begins before higher education (anticipatory socialization), is followed by socialization during initial training (higher education and professional training), and continues along the career pathway. Research concerning the (re)construction of ‘professional identity’ tends to be the outcome of an interface between the personal experiences of teachers and the social, cultural, and institutional context in which they function on a daily basis [2]. Identities exist as reifications and within relevant social practices. Professional identity, and teacher’s identity more specifically, is a complex concept that includes: people’s legitimate participation in a profession; their occupation of a professional ‘role’ and ability to control the practices, language, tools and resources associated with that role; the ideals, values and beliefs that lead them to commit to a profession; the unique way in which they personify their professional role as a result of the experiences that have influenced them through their career; and the representation of themselves as a professional that they project both to themselves and to others [3]. Taking into account this context, the aim of this special issue is to focus on teacher‘s professional identity, particularly the process of construction and (re)construction of teachers’ professional identity not only during the teacher’s career but also during the educational training process. The special issue includes contributions from Ireland, Portugal and Spain.