A study commissioned by the EI Research Institute on teacher identities, based on seven sites and five case studies, shows that teachers worry about the well-being and progress of students. They also believe that career development and learning, in addition to position and professional status, are fundamental to this mission.
EI published a study entitled “Building Professional Identities of Teachers” for its research institute and a supplemental case study document. The seven places are Ontario, Scotland, Singapore, Sweden, Berlin, Chile and Kenya. The Center for the Use of Research and Evidence in Education (CUREE) conducted a review of the literature and studies.
The identity of the teacher can simply be defined as what it means to be someone who teaches. This varies by country and culture and over time.
The study will be useful for authorities interested in developing teacher-focused school systems. This concept is increasingly considered indispensable for quality education. It will also help teacher unions, as a representative voice of teachers, to have more influence on educational policy choices.
Although the priorities differed between the sites studied, the data collected confirmed the following:
Secretary-General of the EI, David Edwards, emphasized the value of teacher-centered learning to adapt to rapid change. In his prologue to the study he wrote:
“The 21st century is on, and the challenges ahead are increasing with the increasing complexity we are experiencing, and the most important thing about this new study is that the complexity of today’s education environment can only be understood if the teachers’ perspective is taken into account. “
Lead investigator Philippa Cordingley said that:
“… This evidence can help all education systems to build a virtuous circle of teacher development and learning, improve professional status, and create professional working conditions that can be used both to recruit and retain teachers, and to succeed students, teachers, and systems to the nations with the greatest education. “
The evidence provided in this study will not only be useful for Ministries of Education and other school authorities and teachers and their unions, but will also enrich and deepen discussions on the central role of teachers in the Organization for Economic Co-operation and Development. , UNESCO and others.