In recent attempts to address the notion of teacher identity, scholars have stressed how identity is
dynamically evolving, intrinsically related to others, and consists of multiple identities. Though these
postmodern characterizations represent radically new perceptions of identity, they are not extensively
discussed in relation to previous assumptions on singularity or sameness of teacher identity. The
emerging theory of dialogical self in psychology offers a more elaborate approach to teacher identity, conceived of as both unitary and multiple, both continuous and discontinuous, and both individual and social. Based on this approach, teacher identity is re-defined and implications for research are identified. |