@EdWorkingPaper{ai24-961,
title = "The Reform Logics of Teaching: How Institutionalized Conceptions of Teaching Shape Teacher Professional Identity",
author = "Maya Kaul",
institution = "Annenberg Institute at Brown University",
number = "961",
year = "2024",
month = "May",
URL = "http://www.edworkingpapers.com/ai24-961",
abstract = {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.},
}