Research on Teacher Identity: Common Themes, Implications, and Future Directions

  • Ji HongEmail author
  • Dionne Cross Francis
  • Paul A. Schutz


In this chapter we synthesize common themes that emerge from the chapters in this edited volume, and highlight the unique contributions of the book to our understanding of teacher identity development. Based on the discussions, we suggest implications and future directions.


Teacher identity Themes Implications Future agenda 


  1. Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.CrossRefGoogle Scholar
  2. Darling-Hammond, L., & Youngs, P. (2002). Defining “highly qualified teachers:” What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25.CrossRefGoogle Scholar
  3. Day, C., & Gu, Q. (2010). The new lives of teachers (1st ed.). London: Routledge.Google Scholar
  4. Day, C., & Hong, J. (2016). Influences on the capacities for emotional resilience of teachers in schools serving disadvantaged urban communities: Challenges of living on the edge. Teaching and Teacher Education, 59, 115–125.CrossRefGoogle Scholar
  5. Eteläpelto, A., Vähäsantanen, K., & Hökkä, P. (2015). How do novice teachers in Finland perceive their professional agency? Teachers and Teaching: Theory and Practice, 21(6), 660–680.CrossRefGoogle Scholar
  6. Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2013). What is agency? Conceptualizing professional agency at work. Educational Research Review, 10, 45–65.CrossRefGoogle Scholar
  7. Folkman, S., & Lazarus, R. S. (1988a). Coping as a mediator of emotion. Journal of Personality and Social Psychology, 54, 466–475.CrossRefGoogle Scholar
  8. Folkman, S., & Lazarus, R. S. (1988b). The relationship between· coping and emotion: Implications for theory and research. Social Science in Medicine, 26, 309–317.CrossRefGoogle Scholar
  9. Giddens, A. (1976). New rules of sociological method: A positive critique of interpretive sociologies. London: Hutchinson.Google Scholar
  10. Goddard, R. D., & Goddard, Y. L. (2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17(7), 807–818.CrossRefGoogle Scholar
  11. Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507.CrossRefGoogle Scholar
  12. Gu, Q. (2014). The role of relational resilience in teachers’ career-long commitment and effectiveness. Teachers and Teaching: Theory and Practice, 20(5), 502–529.CrossRefGoogle Scholar
  13. Harris, D. N., & Rutledge, S. (2010). Models and predictors of teacher effectiveness: A review of the literature with lessons from (and for) other occupations. Teachers College Record, 112(3), 914–960.Google Scholar
  14. Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.Google Scholar
  15. Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21, 995–1006.CrossRefGoogle Scholar
  16. Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.CrossRefGoogle Scholar
  17. Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159–187). New York: Wiley.Google Scholar
  18. Porter, A. C., Youngs, P., & Odden, A. (2001). Advances in teacher assessments and their uses. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.Google Scholar
  19. Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179–199.CrossRefGoogle Scholar
  20. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.CrossRefGoogle Scholar
  21. Ryan, R. M., Huta, V., & Deci, E. L. (2008). Living well: A self-determination theory perspective on eudaimonia. Journal of Happiness Studies, 9, 139–170.CrossRefGoogle Scholar
  22. Sfard, A., & Prusak, A. (2005). Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity. Educational Researcher, 34(4), 14–22.CrossRefGoogle Scholar
  23. Soini, T., Pietarinen, J., Toom, A., & Pyhältö, K. (2015). What contributes to first-year student teachers’ sense of professional agency in the classroom? Teachers and Teaching: Theory and Practice, 21(6), 641–659.CrossRefGoogle Scholar
  24. Toom, A., Pyhältö, K., & Rust, F. (2015). Teachers’ professional agency in contradictory times. Teachers and Teaching: Theory and Practice, 21(6), 615–623.CrossRefGoogle Scholar
  25. Vähäsantanen, K. (2015). Professional agency in the stream of change: Understanding educational change and teachers’ professional identities. Teaching and Teacher Education, 47, 1–12.CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  • Ji Hong
    • 1
    Email author
  • Dionne Cross Francis
    • 2
  • Paul A. Schutz
    • 3
  1. 1.Department of Educational PsychologyUniversity of OklahomaNormanUSA
  2. 2.Department of Curriculum and InstructionIndiana UniversityBloomingtonUSA
  3. 3.Department of Educational PsychologyUniversity of Texas at San AntonioSan AntonioUSA

Personalised recommendations