A New Conceptual Framework for Teacher Identity Development

Reza Pishghadam; Jawad Golzar; Mir Abdullah Miri

doi:10.3389/fpsyg.2022.876395

A New Conceptual Framework for Teacher Identity Development

Front Psychol. 2022 May 9:13:876395. doi: 10.3389/fpsyg.2022.876395. eCollection 2022.

Authors

Reza Pishghadam¹, Jawad Golzar², Mir Abdullah Miri¹

Affiliations

¹ Department of English, Ferdowsi University of Mashhad, Mashhad, Iran.
² Department of English, Herat University, Herat, Afghanistan.

Abstract

Teacher identity has evolved from a core, inner, fixed, linear construct to a dynamic, multifaceted, context-dependent, dialogical, and intrinsically related phenomenon. Since little research has provided an inclusive framework to study teacher identity construction, this article proposes a novel conceptual framework that includes the following components: mirrors of power, discourse, the imagination of reality, investment, emotioncy, and capital. The above core constituents have been discussed thoroughly to trigger significant insights about teacher identity development.

Keywords: capital; discourse; emotioncy; identity; imagination of reality; investment; mirrors of power.