This paper focuses on the attitudinal component of interpersonal expertise (macro level). The attitudinal component is conceptualized using the concept of teacher professional identity. Professional identity is defined as a continuously developing set of meanings that define who one is when one is an occupant of a profession in society (Burke & Stets, 2009). Acknowledging identity to be an amalgam of personal, social, and role components, we specifically address the role identity component in this paper, in particular the interpersonal role. A teacher’s role identity consists of multiple sub identities, which can be related to the different areas of teacher expertise (identity roles). Adapting work by Beijaard, Verloop, and Vermunt (2000) four areas of teacher expertise were distinguished, which each can be related to an identity role: (1) the pedagogical role (2) the didactical role, and (3) the subject matter specialist role, and (4) the interpersonal role. According to Burke and Stets (2009) the different professional identity roles of a teacher may be positioned differently with regard to each other, making some more prominent or dominant than others, some being manifested only in specific situations while others are always present. The higher the identity role in the prominence hierarchy, the more important this role is for a teacher.
|Title of host publication||Inciting the social imagination:education research for the public good; AERA, 8-12 April 2011, New Orleans, Louisiana|
|Editors||C Gutiérrez, J Larson|
|Place of Publication||Washington DC|
|Publication status||Published - 2011|