Teacher professional identity: How to develop and support it in times of change

Valentina Suarez and Jason McGrath
Additional contact information
Valentina Suarez: Columbia University
Jason McGrath: OECD

No 267, OECD Education Working Papers from OECD Publishing

Abstract: Promoting and supporting the development of strong professional identities in teachers is relevant to teachers, policy makers and the research community. The benefits of examining Teacher Professional Identity (TPI) relate to success for students in their learning, long-term empowerment of teachers in their professional work, and support for effective policy development. This paper provides a scan and examination of the research and the OECD international data sets to propose a TPI Development and Outcome model and consider implications for practice, policy and research. Increased attention to understanding and developing individual and collective TPI provides a positive and feasible approach in a time of change .

Date: 2022-02-11
New Economics Papers: this item is included in nep-his and nep-ure
References: Add references at CitEc
Citations:

Downloads: (external link)
https://doi.org/10.1787/b19f5af7-en (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:oec:eduaab:267-en

Access Statistics for this paper

More papers in OECD Education Working Papers from OECD Publishing Contact information at EDIRC.
Bibliographic data for series maintained by ().