Understanding Teachers’ Professional Identity from an International Literature Review

다국어 초록 (Multilingual Abstract)

Recently, teachers’ professional identity has been an emerging research area due to the strong association with current important educational issues such as pre-service teacher training, effective teaching and teacher attrition. The purpose of this study was to review international studies on teachers’ professional identity to understand (a) cognitive factors that are significantly related to teachers’ professional identity and (b) the formation and development of pre-service and in-service teachers’ professional identity. In this study, several cognitive factors, such as teacher self-efficacy, teacher commitment, job motivation, and professional orientation, were discussed because those variables have been consistently used to assess teachers’ professional identity in many international studies. Additionally, studies on the development of pre-service or in-service teachers’ professional identity demonstrated that teaching experience and interactions with contexts were key to developing pre-service and in-service teachers’ professional identity. This study may encourage educators and researchers to implement applications of the information into Korean educational systems.

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