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The Reform Logics of Teaching: How Institutionalized Conceptions of Teaching Shape Teacher Professional Identity

Teachers’ professional identities are the foundation of their practice. Previous scholarship has largely overlooked the extent to which the broader reform culture shapes teachers’ professional identities. In this study, I draw on survey data from 950 teachers across four US states (California, New York, Florida, and Texas) to examine the extent to which teachers’ professional identities are associated with what I term “institutionalized conceptions” of their roles. Across diverse state policy contexts, I find that teachers draw upon a shared set of institutionalized conceptions of their roles, which are associated with their professional identities. The findings suggest that the taken-for-granted ways society frames teaching may be associated with dimensions of teachers’ professional identity, such as self-efficacy and professional commitment.

Keywords
instructional reform, teacher professional identity, institutional logics
Education level
Document Object Identifier (DOI)
10.26300/v8cp-6q47

EdWorkingPaper suggested citation:

Kaul, Maya. (). The Reform Logics of Teaching: How Institutionalized Conceptions of Teaching Shape Teacher Professional Identity. (EdWorkingPaper: 24-961). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/v8cp-6q47

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