Citations (104)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (28)
Jorge Chávez Rojas & Jaime Fauré Niñoles. (2024) The role of experiences in the origin and development of theoretical and practical knowledge during teacher training. Professional Development in Education 50:2, pages 360-371.
Read now
Read now
Xianhan Huang & Chan Wang. (2024) Pre-service teachers’ professional identity transformation: a positioning theory perspective. Professional Development in Education 50:1, pages 174-191.
Read now
Read now
Sanni Kahila, T. Kuutti, J. Kahila & N. Sajaniemi. (2024) The significance of practicum work communities for students’ professional development – Perceptions of Finnish ECE teacher students. Journal of Early Childhood Teacher Education 45:1, pages 38-55.
Read now
Read now
Qing Ye & Huaiyong Wang. (2023) Effects of Profession-Related Support from Different Sources on Subjective Well-Being Among Chinese Tuition-Free Normal University Students: The Mediation of Intrinsic Motivation for Teaching and Moderation of Dispositional Gratitude. Psychology Research and Behavior Management 16, pages 5237-5254.
Read now
Read now
Sonja van Putten, Jessica van Putten & Lizette de Jager. (2023) Student teachers’ perceptions of mentoring as an influencer of their professional teacher identity development. Mentoring & Tutoring: Partnership in Learning 31:4, pages 466-488.
Read now
Read now
Jorge Chavez Rojas, Jaime Faure Ñiñoles & Juan Pablo Barril Madrid. (2023) The construction of teachers’ professional identity: An analysis of subjective learning experiences. European Journal of Teacher Education 46:2, pages 256-273.
Read now
Read now
Jorge Chávez, Jaime Fauré & Juan Barril Madrid. (2023) The role of agency in the construction and development of professional identity. Learning: Research and Practice 9:1, pages 93-108.
Read now
Read now
Michal Levi-Keren, Rinat Michael & Meira Efrati-Virtzer. (2022) The role of cooperating teachers and the training program in the development of professional identity among pre-service special education teachers. Educational Studies 0:0, pages 1-22.
Read now
Read now
Linda Clarke, Conor Galvin, Maria Campbell, Pamela Cowan, Kathy Hall, Geraldine Magennis, Teresa O’Doherty, Noel Purdy & Lesley Abbott. (2021) Assessing the value of SCOTENS as a cross-border professional learning network in Ireland using the Wenger–Trayner value-creation framework. Oxford Review of Education 47:1, pages 79-97.
Read now
Read now
Sara L. Hartman & W. Neil Littell. (2020) Crossing colleges: the impact of an engineering design collaboration on early childhood teacher candidate development. Journal of Early Childhood Teacher Education 41:4, pages 384-402.
Read now
Read now
Bradley Bowen & Stacy Duffield. (2020) The impact of AVID tutoring on developing a teacher identity Bradley Bowen, Stacy Duffield. Mentoring & Tutoring: Partnership in Learning 28:3, pages 365-385.
Read now
Read now
Maria Assunção Flores. (2020) Feeling like a student but thinking like a teacher: a study of the development of professional identity in initial teacher education. Journal of Education for Teaching 46:2, pages 145-158.
Read now
Read now
Parvin Safari. (2020) Iranian ELT Student Teachers’ Portrayal of Their Identities as an English Language Teacher: Drawings Speak Louder than Words. Journal of Language, Identity & Education 19:2, pages 125-141.
Read now
Read now
Katrin Poom-Valickis & Erika Löfström. (2019) “Pupils should have respect for you, although I have no idea how to achieve this?”: The ideals and experiences shaping a teacher’s professional identity. Educational Studies 45:2, pages 145-162.
Read now
Read now
Parvin Safari. (2018) A critical reflection on (re)construction of my identity as an English language learner and English teacher. Professional Development in Education 44:5, pages 704-720.
Read now
Read now
Bee Leng Chua, Woon Chia Liu & Stephanie Shu Ying Chia. (2018) Teacher identity, Professional Practice, and Inquiry (PPI) in teacher education. Asia Pacific Journal of Education 38:4, pages 550-564.
Read now
Read now
Emma Towers & Meg Maguire. (2017) Leaving or staying in teaching: a ‘vignette’ of an experienced urban teacher ‘leaver’ of a London primary school. Teachers and Teaching 23:8, pages 946-960.
Read now
Read now
Leanne Crosswell & Denise Beutel. (2017) 21st century teachers: how non-traditional pre-service teachers navigate their initial experiences of contemporary classrooms. Asia-Pacific Journal of Teacher Education 45:4, pages 416-431.
Read now
Read now
Carrie E. Rood & Christine Ashby. (2017) Developing and Maintaining Inclusive Identities: Understanding Student Teaching through de Certeau’s Framework of Tactics and Strategies. Action in Teacher Education 39:3, pages 274-291.
Read now
Read now
Ferat Yilmaz & Mustafa Ilhan. (2017) Who are teachers? A study of identity hierarchy. Cogent Education 4:1.
Read now
Read now
Knut-Andreas Christophersen, Eyvind Elstad, Trond Solhaug & Are Turmo. (2016) Antecedents of student teachers’ affective commitment to the teaching profession and turnover intention. European Journal of Teacher Education 39:3, pages 270-286.
Read now
Read now
Christopher P. Brown. (2015) Taking and teaching the test are not the same: a case study of first-year teachers’ experiences in high-stakes contexts. Teachers and Teaching 21:8, pages 1026-1044.
Read now
Read now
Linda M. Tuxford & Graham L. Bradley. (2015) Emotional job demands and emotional exhaustion in teachers. Educational Psychology 35:8, pages 1006-1024.
Read now
Read now
Marieke Pillen, Douwe Beijaard & Perry den Brok. (2013) Professional identity tensions of beginning teachers. Teachers and Teaching 19:6, pages 660-678.
Read now
Read now
Marieke Pillen, Douwe Beijaard & Perry den Brok. (2013) Tensions in beginning teachers’ professional identity development, accompanying feelings and coping strategies. European Journal of Teacher Education 36:3, pages 240-260.
Read now
Read now
EstherT. Canrinus, Michelle Helms‐Lorenz, Douwe Beijaard, Jaap Buitink & Adriaan Hofman. (2011) Profiling teachers’ sense of professional identity. Educational Studies 37:5, pages 593-608.
Read now
Read now
Doreen Rorrison. (2010) Assessment of the practicum in teacher education: advocating for the student teacher and questioning the gatekeepers. Educational Studies 36:5, pages 505-519.
Read now
Read now
Jorge Chávez Rojas, Juan Pablo Barril, Tatiana López Jiménez, Marc Clarà, Fabiano Silvestre Ramos, Karen Peel & Bernardita Justiniano. Navigating burnout: a study of teacher identity in Chile, Ecuador, Brazil, Spain and Australia. Pedagogy, Culture & Society 0:0, pages 1-17.
Read now
Read now
Articles from other publishers (76)
Sanni Kahila, Johanna Heikka & Nina Sajaniemi. (2024) Familiar and comfortable vs. unfamiliar and demanding – Students' discourses on teachers’ responsibility and leadership in Finnish early childhood education. Teaching and Teacher Education 140, pages 104495.
Crossref
Crossref
Jorge Chávez Rojas, Jaime Faure, Juan Pablo Barril & Jesus Almuna. (2024) Construction of professional identity in novel teachers. Learning experiences: help or hindrance?. European Journal of Psychology of Education.
Crossref
Crossref
Mehmet Oğuz GÖLE, Mustafa NİŞAN & Aysel TÜFEKCİ. (2024) Pandemi (COVID-19) Döneminde Okul Öncesi Öğretmenlerinin Mesleki Kimliklerine Yönelik GörüşleriPreschool Teachers' Views on Their Professional Identities During the Pandemic (COVID-19) Period. Anadolu Journal of Educational Sciences International 14:1, pages 55-88.
Crossref
Crossref
Ipek Ozbay Ozdemir. (2024) Developing professional identity: Narratives of preservice preschool teachers. Pedagogical Research 9:1, pages em0180.
Crossref
Crossref
C.Y. Ethan Wong & W. C. Liu. (2022) Evaluating the Teacher Professional Identity of Student Teachers: Development and Validation of the Teacher Professional Identity Scale. Journal of Education 204:1, pages 131-144.
Crossref
Crossref
Yuyang Zhao, Biao Sang, Cody Ding, Tingzhou Li, Jing Wu & Yu Xia. (2022) Moderating effect of work stress on the relationship between workload and professional identity among in-service teachers. Current Psychology 42:29, pages 25822-25831.
Crossref
Crossref
Mo Chen, Wenli Zhang & Qun Zheng. (2023) Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers. Frontiers in Psychology 14.
Crossref
Crossref
Khalil Gholami & Sonia Faraji. 2023. Approaches to Teaching and Teacher Education. Approaches to Teaching and Teacher Education
31
46
.
Sanni Kahila, Tiina Kuutti, Johanna Heikka & Nina Sajaniemi. (2023) Students' discourses on interprofessional collaboration in the context of Finnish early childhood education. Learning, Culture and Social Interaction 41, pages 100736.
Crossref
Crossref
Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
Crossref
Crossref
Dennis Meyer, Jörg Doll & Gabriele Kaiser. (2023) Professional identity of pre-service teachers: actual and designated identity profiles and their relationship to teacher education programs. Frontiers in Education 8.
Crossref
Crossref
Janette Saied & Alina S. Rusu. (2023) Transcultural Comparison of the Professional Identity and Role Perceptions of Special Education Pre-Service Teachers in Israel. Educatia 21:24, pages 36-48.
Crossref
Crossref
Dina Tsybulsky & Yulia Muchnik-Rozanov. (2023) The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity. Teaching and Teacher Education 124, pages 104020.
Crossref
Crossref
Nourollah Zarrinabadi, Behrouz Jamalvandi & Mohsen Rezazadeh. (2023) Investigating fixed and growth teaching mindsets and self-efficacy as predictors of language teachers’ burnout and professional identity. Language Teaching Research, pages 136216882311517.
Crossref
Crossref
C. Y. Ethan Wong & Woon Chia Liu. 2023. Self-Determination Theory and Socioemotional Learning. Self-Determination Theory and Socioemotional Learning
205
223
.
Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2022) The development of the relationship between professional identity tensions and teacher identity: A quantitative longitudinal study among Dutch primary student teachers. Studies in Educational Evaluation 75, pages 101199.
Crossref
Crossref
Zhiling Cai, Jinxing Zhu & Saiqi Tian. (2022) Preservice teachers’ teaching internship affects professional identity: Self-efficacy and learning engagement as mediators. Frontiers in Psychology 13.
Crossref
Crossref
Siyu Chen, Ran Wang, Tingting Wang & Wenxian Zhou. (2022) The Impact of Student-Teacher Policy Perception on Employment Intentions in Rural Schools for Educational Sustainable Development Based on Push–Pull Theory: An Empirical Study from China. Sustainability 14:11, pages 6639.
Crossref
Crossref
Julia Yates & Anke C. Plagnol. (2021) Female computer science students: A qualitative exploration of women’s experiences studying computer science at university in the UK. Education and Information Technologies 27:3, pages 3079-3105.
Crossref
Crossref
Ruchi DwivediMsMs. (2022) INTROSPECTION ON ENCLOSURE OF ASSISTIVE TECHNOLOGY (AT) IN INCLUSIVE EDUCATION. Towards Excellence, pages 699-707.
Crossref
Crossref
Lidia VALDENEGRO FUENTES & Álvaro GONZÁLEZ SANZANA. (2022) Propiedades Psicométricas de la Escala de Medida de la Identidad Docente. Revista Brasileira de Educação Especial 28.
Crossref
Crossref
Anne Bonnevie Lund & Jardar Cyvin. (2022) Storyline in natural science teacher education - An approach to the coherence between theory and practice. International Journal of Educational Research Open 3, pages 100104.
Crossref
Crossref
Esmé Glauert & Fani Stylianidou. 2022. Children’s Creative Inquiry in STEM. Children’s Creative Inquiry in STEM
41
64
.
Samuel J. Polizzi, Yicong Zhu, Joshua W. Reid, Brandon Ofem, Sara Salisbury, Michael Beeth, Gillian Roehrig, Margaret Mohr-Schroeder, Keith Sheppard & Gregory T. Rushton. (2021) Science and mathematics teacher communities of practice: social influences on discipline-based identity and self-efficacy beliefs. International Journal of STEM Education 8:1.
Crossref
Crossref
Julian Burger, Henrik Bellhäuser & Margarete Imhof. (2021) Mentoring styles and novice teachers’ well-being: The role of basic need satisfaction. Teaching and Teacher Education 103, pages 103345.
Crossref
Crossref
Khalil Gholami, Sonia Faraji, Paulien C. Meijer & Kirsi Tirri. (2021) Construction and deconstruction of student teachers’ professional identity: A narrative study. Teaching and Teacher Education 97, pages 103142.
Crossref
Crossref
Maria Assunção Flores. 2021. Teacher Education Policy and Research. Teacher Education Policy and Research
141
157
.
Amanda TurnerAmanda Turner. 2021. Professional Identity Development through Incidental Learning. Professional Identity Development through Incidental Learning
99
117
.
Amanda TurnerAmanda Turner. 2021. Professional Identity Development through Incidental Learning. Professional Identity Development through Incidental Learning
39
58
.
Birutė Ambrazevičiūtė. (2020) Teacher Professional Identity and Perfomer Identity: Where Does the Stage Cease and the Class Begin?. Acta Paedagogica Vilnensia 45, pages 127-144.
Crossref
Crossref
Güney HACIÖMEROĞLU. (2020) Examining the Pre-service Teachers’ Mathematics Identity, Early Teacher Identity, and STEM Teaching IntentionsÖğretmen Adaylarının Matematik Kimlikleri, Meslek Öncesi Öğretmen Kimlikleri ve FeTeMM Öğretim Yönelimlerinin İncelenmesi. Sınırsız Eğitim ve Araştırma Dergisi 5:3, pages 261-320.
Crossref
Crossref
Yipeng Tang. (2019) It’s not only Work and Pay: The Moderation Role of Teachers’ Professional Identity on their Job Satisfaction in Rural China. Applied Research in Quality of Life 15:4, pages 971-990.
Crossref
Crossref
Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2020) Assessing the professional identity of primary student teachers: Design and validation of the Teacher Identity Measurement Scale. Studies in Educational Evaluation 64, pages 100822.
Crossref
Crossref
J.T. Torres, Zoe Higheagle Strong & Olusola O. Adesope. (2020) Reflection through assessment: A systematic narrative review of teacher feedback and student self-perception. Studies in Educational Evaluation 64, pages 100814.
Crossref
Crossref
唯 赵. (2020) The Influence of Normal University Students’ Sense of Teaching Effectiveness on Their Teachers’ Beliefs: The Masking Effect of Teachers’ Professional Identity. Advances in Psychology 10:05, pages 589-597.
Crossref
Crossref
Laura Thomas, Melissa Tuytens, Geert Devos, Geert Kelchtermans & Ruben Vanderlinde. (2018) Transformational school leadership as a key factor for teachers’ job attitudes during their first year in the profession. Educational Management Administration & Leadership 48:1, pages 106-132.
Crossref
Crossref
Marleen W. Ottenhoff- de Jonge, Roeland M. van der Rijst, Neil Gesundheit, Lianne N. van Staveren, Willem J. J. Assendelft, Friedo W. Dekker, Albert J. J. A. Scherpbier & Anneke W. M. Kramer. (2019) From critic to inspirer: four profiles reveal the belief system and commitment to educational mission of medical academics. BMC Medical Education 19:1.
Crossref
Crossref
Blanca Caldas. (2019) To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning. TESOL Journal 10:4.
Crossref
Crossref
Filomena Rodrigues & Maria João Mogarro. (2019) Student teachers’ professional identity: A review of research contributions. Educational Research Review 28, pages 100286.
Crossref
Crossref
Fadie Hanna, Ron Oostdam, Sabine E. Severiens & Bonne J.H. Zijlstra. (2019) Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review 27, pages 15-27.
Crossref
Crossref
Dina Tsybulsky & Yulia Muchnik-Rozanov. (2019) The development of student-teachers' professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education 79, pages 48-59.
Crossref
Crossref
Graham Passmore, Amanda Turner & Julie PrescottGraham Passmore, Amanda Turner & Julie Prescott. 2019. Identity Structure Analysis and Teacher Mentorship. Identity Structure Analysis and Teacher Mentorship
65
99
.
Vanessa Lentillon-Kaestner, Emma Guillet-Descas, Guillaume Martinent & Valérian Cece. (2018) Validity and reliability of questionnaire on perceived professional identity among teachers (QIPPE) scores. Studies in Educational Evaluation 59, pages 235-243.
Crossref
Crossref
Ayşegül Sallı & Ülker Vancı Osam. (2017) Preservice teachers’ identity construction: emergence of expected and feared teacher-selves. Quality & Quantity 52:S1, pages 483-500.
Crossref
Crossref
Vicky Willegems, Els Consuegra, Katrien Struyven & Nadine Engels. (2018) Pre-service teachers as members of a collaborative teacher research team: A steady track to extended professionalism?. Teaching and Teacher Education 76, pages 126-139.
Crossref
Crossref
Hoa Thi Mai Nguyen & Hongzhi Yang. (2018) Learning to become a teacher in Australia: a study of pre-service teachers’ identity development. The Australian Educational Researcher 45:5, pages 625-645.
Crossref
Crossref
Alba Barbarà-i-Molinero, Cristina Sancha & Rosalia Cascón-Pereira. (2018) Healthcare vs social sciences students: who identifies the most?. Journal of Applied Research in Higher Education 10:4, pages 583-594.
Crossref
Crossref
琅 谢. (2018) The Roles of School Climate on Pre-Service Teachers’ Professional Identity: The Mediating Effect of Teaching Motivation. Advances in Psychology 08:06, pages 836-842.
Crossref
Crossref
Michalinos Zembylas & Sharon Chubbuck. 2018. Research on Teacher Identity. Research on Teacher Identity
183
193
.
Mahsa Izadinia. 2018. Research on Teacher Identity. Research on Teacher Identity
109
119
.
Denise MifsudDenise Mifsud. 2018. Professional Identities in Initial Teacher Education. Professional Identities in Initial Teacher Education
87
125
.
Denise MifsudDenise Mifsud. 2018. Professional Identities in Initial Teacher Education. Professional Identities in Initial Teacher Education
1
20
.
Rea Raus. (2018) Student Teacher Ecological Self in the Context of Education for Sustainable Development: A Longitudinal Case Study. Journal of Education for Sustainable Development 11:2, pages 123-140.
Crossref
Crossref
Hongyu Zhao & Xiaohui Zhang. (2017) The Influence of Field Teaching Practice on Pre-service Teachers’ Professional Identity: A Mixed Methods Study. Frontiers in Psychology 8.
Crossref
Crossref
Xin-qiang Wang, Jun-cheng Zhu, Lu Liu & Xiang-yu Chen. (2017) Cognitive-Processing Bias in Chinese Student Teachers with Strong and Weak Professional Identity. Frontiers in Psychology 8.
Crossref
Crossref
Gang Zhu. 2017. Crossroads of the Classroom. Crossroads of the Classroom
221
241
.
Ferdinand C. Mukumbang & Leka Marcel Alindekane. (2017) Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case study. Nursing Open 4:2, pages 108-115.
Crossref
Crossref
Deborah Robinson. (2017) Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward. Teaching and Teacher Education 61, pages 164-178.
Crossref
Crossref
Eunjoo Baik. (2016) The development of professional self‐identity measurement instrument for the early childhood teachers. Korean Journal of Early Childhood Education 36:6, pages 77-96.
Crossref
Crossref
Rea Raus. (2016) Modelling a Learning Journey towards Teacher Ecological Self. Journal of Teacher Education for Sustainability 18:2, pages 41-52.
Crossref
Crossref
Vahid Mahmoudi-Gahrouei, Mansoor Tavakoli & Doug Hamman. (2016) Understanding what is possible across a career: professional identity development beyond transition to teaching. Asia Pacific Education Review 17:4, pages 581-597.
Crossref
Crossref
Dilara Arpacı-Somuncu. (2016) The influence of pre-service teacher identity and personality traits on teacher self-efficacy. International Journal of Social Sciences and Education Research 2:4, pages 1290-1296.
Crossref
Crossref
Mahsa Izadinia. (2016) Preservice teachers’ professional identity development and the role of mentor teachers. International Journal of Mentoring and Coaching in Education 5:2, pages 127-143.
Crossref
Crossref
. 2015. Knowing, Becoming, doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry. Knowing, Becoming, doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
347
369
.
Maria Assunção Flores. 2014. International Teacher Education: Promising Pedagogies (Part A). International Teacher Education: Promising Pedagogies (Part A)
353
379
.
Deoksoon Kim & Seung Eun Jang. (2014) Dialogic Practices in Using Podcasting and Blogging as Teaching Tools for Teachers Seeking Esol Certificate. Journal of Educational Computing Research 51:2, pages 205-232.
Crossref
Crossref
Simoni Symeonidou & Helen Phtiaka. (2012) ‘My colleagues wear blinkers . . . If they were trained, they would understand better’. Reflections on teacher education on inclusion in Cyprus. Journal of Research in Special Educational Needs 14:2, pages 110-119.
Crossref
Crossref
Myron D. Friesen & Susan C. Besley. (2013) Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education 36, pages 23-32.
Crossref
Crossref
Mahsa Izadinia. (2013) A review of research on student teachers' professional identity. British Educational Research Journal 39:4, pages 694-713.
Crossref
Crossref
M.T. Pillen, P.J. Den Brok & D. Beijaard. (2013) Profiles and change in beginning teachers' professional identity tensions. Teaching and Teacher Education 34, pages 86-97.
Crossref
Crossref
Patrícia Maria Silva Gomes, Cátia Patrícia Pereira Ferreira, Ana Luísa Pereira & Paula Maria Fazendeiro Batista. (2013) A identidade profissional do professor: um estudo de revisão sistemática. Revista Brasileira de Educação Física e Esporte 27:2, pages 247-267.
Crossref
Crossref
Perry den Brok, Anna van der Want, Douwe Beijaard & Theo Wubbels. 2013. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
141
159
.
Martin Valcke. 2013. Preparing Teachers for the 21st Century. Preparing Teachers for the 21st Century
53
66
.
Michelle Ortlipp, Leonie Arthur & Christine Woodrow. (2011) Discourses of the Early Years Learning Framework: Constructing the Early Childhood Professional. Contemporary Issues in Early Childhood 12:1, pages 56-70.
Crossref
Crossref
Paulien C. Meijer. 2011. Navigating in Educational Contexts. Navigating in Educational Contexts
41
54
.
Doug Hamman, Kevin Gosselin, Jacqueline Romano & Rommel Bunuan. (2010) Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education 26:7, pages 1349-1361.
Crossref
Crossref