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Dimensions of Teacher Identity

This document describes the different dimensions that can shape a teacher's identity, as defined by the author. The dimensions discussed are personal, social, formative, institutional, professional, and reflective. For each dimension, the author provides their personal perspective on how that dimension influenced their development of a teacher identity while studying to become a teacher. They explain how factors like their beliefs, views of teachers as a student versus as a teacher, learning experiences in their career, understanding of educational policies and standards, sense of professionalism, and reflection all contributed to constructing their identity as an educator.

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SARA MELISA MORALES MURILLO
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137 views3 pages

Dimensions of Teacher Identity

This document describes the different dimensions that can shape a teacher's identity, as defined by the author. The dimensions discussed are personal, social, formative, institutional, professional, and reflective. For each dimension, the author provides their personal perspective on how that dimension influenced their development of a teacher identity while studying to become a teacher. They explain how factors like their beliefs, views of teachers as a student versus as a teacher, learning experiences in their career, understanding of educational policies and standards, sense of professionalism, and reflection all contributed to constructing their identity as an educator.

Uploaded by

SARA MELISA MORALES MURILLO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Sara Melisa Morales Murillo

Fundamentos III
Dimensions of teacher identity

In this paper it will be describe the different dimensions that can be reflected in the teacher
identity. As we know the concept of teacher identity is define as a projection of both
individual identity and teacher’s view of the institutional role of the teacher and this could be
influenced by different factors that could affect the construction of the identity in many ways.
The factors in this paper will be described as dimensions and those are: personal, social,
formative, institutional, professional and reflective. Each one will be describe as a personal
view and taking into account some ideas that were construct during my learning experience
as teacher.

Personal dimension of teacher identity in my point of view is one of the most important
because it has to do more about a self-reflection about the construction of the personal
identity in terms of my beliefs, emotions, values and many things that help me to define
myself as person. When I decided to become a teacher my personal identity gets permeated
by all the constructions that I begin to learn about teachers. Since that moment I start to
construct my teacher identity taking into account not only the new things that I was learning
but also gathering all the information of my past experiences with teachers. I start to learn
how to unify my personal identity with my teacher identity and learn also to reflect in every
single experience that I across in order to define myself as teacher. The personal dimension
of teacher identity for me is one of the most reflective and constructing ones.

Next to the personal one it is necessary to talk about the social dimension of teacher identity.
This social dimension in my point of view changes completely since the moment that a person
decides to become a teacher. I think this because when I was a student the social perception
that I have about teachers was so different and the perception that the society had about me
was also different. For example I perceive teachers as a receptors of information and thinking
moderators and also the perception that the society had about teachers goes more or less on
that way. Right now I can say that this perceptions change in a huge way thanks to my
learning process and the society has a different perception about me too. Now I see teachers
not only as a role models but also as guiders and many good things and the society perceive
Sara Melisa Morales Murillo

Fundamentos III
that change and they now see me as a teacher due to the construction that I make. For this
reason I think that the social dimension in teacher identity change in significant ways
depending on your own perception of teachers.

The way that I think we can change our perception of teachers is with the formative
dimension of teacher identity. When I am talking about formative dimension I’m referring to
the learning developing process that we have when we decide to become teachers. My teacher
identity had been constructed by all the learning processes that I across during all my career.
When I start in the university I begin to learn many pedagogical things; I commit a lot of
mistakes during my learning process but I can say right now that it helps me a lot to have a
formative process about who I am as teacher and what kind of teacher I want to be. When I
am forming my identity as teacher it is difficult to recognize at first what kind of things are
going to help me in my construction and what things not, but when I recognize that it
becomes a process of growing up as person and also growing up as teacher. Formative
dimension help students teachers not only to learn a lot of things about pedagogy and things
like those but also it help them to build the basis of the teacher identity.

Now I want to talk about the institutional dimension of teacher identity. This dimension has
to do in my point of view with the moment in which me as student teacher can recognize
how all the legal and governmental things about education(PEI, standards & curriculum)
permeate my identity as teacher and how this institutional things can affect o limit my
perceptions about what can I do or not in the moment of teach a class. I think that this
dimension is one of the most difficult ones in the moment of construct my identity as teacher
because it force me to delimitate all the perceptions of my teaching practices. Also in a way
it helps me to permeate my identity in a more reliable way in terms of the legal and
educational context in which I’m going to be involve. I think that it is necessary to be in a
constant development of this institutional dimension in order to grow up in my teacher
identity.
Sara Melisa Morales Murillo

Fundamentos III
When I have clarity about all the things that were described above I can talk now about the
professional dimension in teacher identity. For me professional dimension has to do with
how I see myself as a professional recognizing all the things that construct my pedagogical
knowledge, my practicum experience and the most important is to recognize that
professionalism is a constant process of growing up. Right know that I finish my career I
could say that I grow in many was as teacher and thanks to that I can say that I grow as a
professional and my teacher identity gets permeate by that professional dimension since the
moment that I internalize all the knowledge and all the experiences that I across as student.

Finally talking about the reflective dimension as you can notice in this paper the reflection
part of the identity as teacher is something that is always present helping me to recognize all
the things that makes be a teacher, helping me to grow and to reflect in everything that is
around myself. Since the moment that I star to write this paper it becomes a moment of
constant reflection of every single thing. Reflect is a matter of reconstruct my identity and
also to rethink about myself as teacher and recognize all the thing that could be better or the
things in which I’m growing constantly. In conclusion all the dimensions that permeate
teacher identity are always connected by the reflection, by the constant questioning of who
I am as teacher and who I can grow up and develop my teaching practice.

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