Identity work as a tool for promoting the professional development of student teachers

Abstract

The starting point for this study was the idea that high‐quality teaching requires an awareness of the sources for making pedagogical decisions, namely, personal values, beliefs and understandings. If a teacher is unaware, then there is a risk that teaching may be governed by unexamined assumptions, stereotypes, fixed beliefs or even fears. From this perspective, professional development involves the process of extending a teacher's self‐knowledge. The purpose of this study was to promote professional development of student teachers with the help of identity work. Identity work consists of self‐reflection on life experiences (self‐identity) and video diary‐based reflection on classroom practice (professional identity). The result showed that identity work has the potential to promote professional development. However, some issues should be critically questioned. On the basis of the results, a proposal for using identity work in teacher education is offered.