Teacher Identity: A Key to Increased Collaboration

Abstract

Recognizing teacher collaboration as an important component of effective teacher leadership, the study reported on in this article examines three aspects of teacher identity-representation, preparation and dedication–as barriers to increased collaboration. Conducted using oral history interviews with eight recently retired public school teachers, the study reveals how teacher interpretations of their professional identity rest on underlying assumptions and normative beliefs broadly shaped by biography. Further, when these assumptions and beliefs are not shared or acknowledged by colleagues, they lead to critical attitudes which limit trust and prohibit meaningful collaboration.