Beyond Teaching: Identity Manifestation of Educators Outside the Classroom in Armenian Schools

Abstract

Teacher role and identity are strongly linked to one another. Modern-time Armenian teachers are often given controversial roles and those roles impact teacher identity. This article discusses two main issues: how teacher identity plays a dominant role over other identities and how it is reflected in other outside-school selves and identities. In most social dialogues regardless of the person's role in the given situation, the fragments of teacher identity can be spotted which also conditions the setting of any social interaction.