Trans/forming teachers: new professional learning and transformative teacher professionalism

Abstract

This article focuses upon the development of transformative teacher professionalism. It explores issues of teacher professional identity and the ways in which this is contributed to by teacher responsiveness to the changing and demanding educational environments in which they find themselves. It includes a review of significant literature within the field and suggests ways in which professional learning can support the development of a transformative teaching profession. Finally, it points to a number of conditions under which such a profession might emerge.