35 participation, moderating at the right level, and choosing the right environment and the
appropriate tools. As showed in the studies reviewed above, sociocultural theory with its
interrelated concepts, mediation, internalization, and the ZPD, functioned as a useful lens studying teacher professional development. Therefore, I also use sociocultural
theory to examine self-evaluation practice as a form of a mediational activity in promoting the effectiveness of teachers’ instructional practice. A series of teacher self-
evaluation activities in this study will provide effective sources of scaffolding to support teacher development and
lead to possibilities for teachers to develop their professional identity
, which is discussed further in the next section of this chapter.
2.4 Teacher professional identity
Teacher professional identity is a crucial factor for teacher development. Beijaard, Meijer, and Verloop 2004 point out that
teacher professional identity significantly influence the way teachers
teach, their professional development, and their attitude toward educational changes. This suggests that the effectiveness of teachers’
instructional practice is also affected by their professional identity. Hence, it is necessary for teachers to continuously negotiate and reshape their professional identity
in order to grow as professional. Moreover, “from the Vygotskian perspective, the
overall aim of a teacher education program is best conceived as the development of professional identity” Huizen et al., 2005, p. 275.
Teacher professional identity has been defined variously. It is simply defined as a ‘kind of person’ within a particular context Gee, 2001. Timostsuk and Ugaste 2010,
p. 1564 refer teacher professional identity to “the person’s self-knowledge in teaching- related situations and relationships that manifest themselves in practical professional
activities, feelings of belonging and learning experiences”. Further, Clarke 2008 includes the role of others in relation to teacher professional identity. He defines it as
teachers’ knowledge and identifying of themselves, as well as others’ recognition of them as a particular sort of teacher p. 8. Accordingly, in this study, teacher
professional identity is related to a teacher’s perception and others’ recognition of
himselfherself as a teacher. The formation of teacher professional identity is determined by some factors
including hisher personal history, social interactions, and psychological and cultural conditions Cooper Olson, 1996. However, teacher professional identity is dynamic
36 and changes over time since it is “negotiated through experience and the sense that is
made of that experience” Sachs, 2005, p. 15. Further, Beauchamp and Thomas 2009 said:
Reflection is recognized as a key means by which teachers can become more in tune with their sense of self and with a deep understanding of how this self fits
into a larger context which involves others; in other words, reflection is a factor in the shaping of identity p. 192.
To develop their professional identity, therefore, teachers need to reflect on their teaching practice and one of effective ways to do reflection is through self-evaluation.
The next section of this chapter discusses the concept of possible selves that plays the significant role in the crafting of teacher professional identity.
2.5 Possible-selves theory
