@inbook{7640061ab69647f89f8e2a9f5bdde1a5,
title = "The emergence of research on teachers' professional identity : a review of literature from 1988 to 2000",
abstract = "The studies considered in this review of research on teachers{\textquoteright} professional identity until 2004 can be divided into three categories: (a) studies in which the focus was on teachers{\textquoteright} professional identity formation; (b) studies in which the focus was on the identification of characteristics of teachers{\textquoteright} professional identity; and (c) studies in which professional identity was (re)presented by teachers{\textquoteright} stories. Four essential features of teachers{\textquoteright} professional identity could be derived from the studies. Many of the reviewed studies appeared to be studies on teachers{\textquoteright} personal practical knowledge. However, in only a few studies was the relationship between this knowledge and professional identity made explicit. It is argued that, in future research on teachers{\textquoteright} professional identity, more attention needs to be paid to the relationship between relevant concepts like {"}self{"} and {"}identity,{"} the role of the context in professional identity formation, what counts as {"}professional{"} in professional identity, and research perspectives other than the cognitive one that may also play a role in designing research on teachers{\textquoteright} professional identity.",
author = "D. Beijaard and P.C. Meijer and N. Verloop",
year = "2013",
doi = "10.1108/S1479-3687(2013)0000019013",
language = "English",
isbn = "978-1-78190-850-1",
series = "Advances in research on teaching",
publisher = "Emerald Publishing",
pages = "205--222",
editor = "C.J. Craig and P.C. Meijer and J. Broeckmans",
booktitle = "From teacher thinking to teachers and teaching : the evolution of a research community",
address = "United Kingdom",
}