Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks
This article discusses the need and essential components of theoretical frameworks and elaborates on the most notable theories that may be employed in the process of conceptualizing teacher identity development in different professional learning experiences. First of all, it explains the significanc...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Rafaad
2019
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| Online Access: | http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/7/Teacher%20Identity%20Development%20in%20Professional%20Learning.pdf |
| _version_ | 1848822397571956736 |
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| author | Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Latada Muhammad Nubli, Abdul Wahab |
| author_facet | Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Latada Muhammad Nubli, Abdul Wahab |
| author_sort | Ahmad, Hussain |
| building | UMP Institutional Repository |
| collection | Online Access |
| description | This article discusses the need and essential components of theoretical frameworks and elaborates on the most notable theories that may be employed in the process of conceptualizing teacher identity development in different professional learning experiences. First of all, it explains the significance of including a theoretical framework and identifies various factors that researchers might consider for establishing a justifiable theoretical base for their research studies. Introducing the construct of teacher identity and its various attributes, the article then goes on to present seven theories that might influence the construction of teacher identity teacher learning in an educational setting. Hence the article explicates how educational researchers should take into consideration the theoretical underpinnings of Wenger’s Communities of Practice (CoP), Vygotsky’s Socio-cultural Theory, Activity Theory, Positioning Theory, Cultural Production and Practice Theory, Dialogical Self-theory, and/or The Dynamic System Model of Role Identity (DSMRI) in order to show their philosophical, epistemological, methodological, and analytical approach to research studies in the realm of teacher identity. At the end, the article suggests some practical steps on implementing one or more theories and conceptualizing teacher identity in educational research. |
| first_indexed | 2025-11-15T02:40:36Z |
| format | Article |
| id | ump-25907 |
| institution | Universiti Malaysia Pahang |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T02:40:36Z |
| publishDate | 2019 |
| publisher | Rafaad |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | ump-259072020-08-06T02:23:19Z http://umpir.ump.edu.my/id/eprint/25907/ Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Latada Muhammad Nubli, Abdul Wahab L Education (General) This article discusses the need and essential components of theoretical frameworks and elaborates on the most notable theories that may be employed in the process of conceptualizing teacher identity development in different professional learning experiences. First of all, it explains the significance of including a theoretical framework and identifies various factors that researchers might consider for establishing a justifiable theoretical base for their research studies. Introducing the construct of teacher identity and its various attributes, the article then goes on to present seven theories that might influence the construction of teacher identity teacher learning in an educational setting. Hence the article explicates how educational researchers should take into consideration the theoretical underpinnings of Wenger’s Communities of Practice (CoP), Vygotsky’s Socio-cultural Theory, Activity Theory, Positioning Theory, Cultural Production and Practice Theory, Dialogical Self-theory, and/or The Dynamic System Model of Role Identity (DSMRI) in order to show their philosophical, epistemological, methodological, and analytical approach to research studies in the realm of teacher identity. At the end, the article suggests some practical steps on implementing one or more theories and conceptualizing teacher identity in educational research. Rafaad 2019 Article PeerReviewed pdf en cc_by_4 http://umpir.ump.edu.my/id/eprint/25907/7/Teacher%20Identity%20Development%20in%20Professional%20Learning.pdf Ahmad, Hussain and Shah, Sayyed Rashid and Fatmawati, Latada and Muhammad Nubli, Abdul Wahab (2019) Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks. Bulletin of Advance English Studies, 3 (1). pp. 1-11. ISSN 2617-6459. (Published) http://www.refaad.com/views/BAES/311.html https//doi.org/DOI:10.31559/baes2019.3.1.1 |
| spellingShingle | L Education (General) Ahmad, Hussain Shah, Sayyed Rashid Fatmawati, Latada Muhammad Nubli, Abdul Wahab Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks |
| title | Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks |
| title_full | Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks |
| title_fullStr | Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks |
| title_full_unstemmed | Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks |
| title_short | Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks |
| title_sort | teacher identity development in professional learning: an overview of theoretical frameworks |
| topic | L Education (General) |
| url | http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/ http://umpir.ump.edu.my/id/eprint/25907/7/Teacher%20Identity%20Development%20in%20Professional%20Learning.pdf |