Teacher identity in elite schools in Israel: Shared habitus, a sense of chosenness, and an open future

Abstract

This article examined two key questions: What characterizes teacher identity in elite high schools? Whether and how does teacher identity play a role in producing and cultivating privileges? To resolve these questions, 20 teachers in elite high schools in Israel were interviewed. The main research findings revealed three unique characteristics of teacher identity: a shared habitus experience between teachers and students, a sense of chosenness, and the cultivation and practice of an open future. Teachers also described specific metaphors of teacher identity in elite high schools. The Discussion describes how teacher identity in elite high schools acts as a mechanism for ensuring advantage and privilege.