Introduction: ISA and Its Application Across a Faculty of Education or School Board

  • Graham PassmoreEmail author
  • Amanda Turner
  • Julie Prescott


This chapter begins by describing the first stage of a line of reasoning (that continues in Chapters  2 5) wherein Identity Structure Analysis (Weinreich, 2003) is offered as a method that can generate information for the creation of professional development plans for entire schools and mentorship advice for individual teachers. Illustrative nomothetic Identity Structure Analyses follow the opening argument of this chapter. The first nomothetic analysis is of a faculty of education class and the second combines identity data across 3 schools. The first identity analysis is offered as proxy for a faculty of education and the second as proxy for a school board or local education authority. Both analyses illustrate that ISA can generate advice for professional development that is specific to the needs of the institution to hand. The use of ISA to develop such advice is offered as a ready way to augment current approaches to teacher professional development. The chapter closes with description of ways that governments and boards might use nomothetic reports to monitor schools across and within nations, regions and boards so that professional development resources might be better spent.


Identity structure analysis Professional development Mentorship Teachers 


  1. Armor, D., Conroy-Oseguera, P., Cox, M., King, N., McDonnell, L., Pascal, A., et al. (1976). Analysis of the school preferred reading programs in selected Los Angeles minority schools. Santa Monica, CA: Rand.Google Scholar
  2. Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.CrossRefGoogle Scholar
  3. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teacher identity. Teaching and Teacher Education, 20(2), 107–128.Google Scholar
  4. Davids, N. (2018). Democratic citizenship education: An opportunity for the renegotiation of teacher identity in South African schools. Education as Change, 22(1), 1–17.CrossRefGoogle Scholar
  5. Gee, J. P. (2001). Identity as an analytic lens for research in education. In W. G. Secada (Ed.), Review of research in education (Vol. 25, pp. 99–125). Washington, DC: American Educational Research Association.Google Scholar
  6. Hogard, E. (2014). Evaluating the identity of program recipients using and identity exploration instrument. Canadian Journal of Program Evaluation, 29(spring), 1–35.Google Scholar
  7. Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3–18.CrossRefGoogle Scholar
  8. Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899–916. Scholar
  9. Passmore, G. J., Ellis, R., & Hogard, E. (2014). Measuring identity: A review of published studies (SHEU Occasional Paper Number 12). High Wycombe: Buckinghamshire New University.Google Scholar
  10. Rots, I., Aelterman, A., Vlerick, P., & Vermeulen, K. (2007). Teacher education, graduates’ teaching commitment and entrance into the teaching profession. Teaching and Teacher Education, 23, 543–556.CrossRefGoogle Scholar
  11. Vargas-Herrera, F., & Moya-Marchant, L. (2018). Catholic religion teachers in Chile: An approach to identity building with regard to existing mission-profession tension. British Journal of Religious Education, 40(2), 207–217.CrossRefGoogle Scholar
  12. Weinreich, P. (2003). Theory and practice: Introduction. In P. Weinreich & W. Saunderson (Eds.), Analysing identity: Clinical, societal and cross-cultural contexts (pp. 1–5). London and New York: Taylor & Francis, Routledge, and Psychology Press.Google Scholar
  13. Zhao, M., & Fu, S. (2018). Rural teacher identity and influencing factors in Western China. Chinese Education and Society, 51, 91–102.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Graham Passmore
    • 1
    Email author
  • Amanda Turner
    • 2
  • Julie Prescott
    • 2
  1. 1.Faculty of EducationLakehead UniversityThunder BayCanada
  2. 2.Faculty of Education and PsychologyUniversity of BoltonBoltonUK

Personalised recommendations