The Importance Of Teacher Professional Identity
Teacher professional identity encompasses how teachers view themselves as a teacher and what they consider to be a good teacher. They should always be driven towards the growth of the children, enabling them to flourish, or as Aristotle said, helping them to reach a level of ‘eudemonia’ (Nodding, 2002). While one of the key roles of teachers is to inspire students, they should first be inspired themselves, or this passion and enthusiasm will not transfer into the classroom environment (Delaney, 2017). For example, some of the teachers at St.Aibherin’s may have a strong commitment to equality and this is why they choose to work in a DEIS band 1 school in such a diverse environment. In essence, effective teachers have good intentions and believe that what they are doing is making a difference i.e. teacher efficacy.
The backgrounds and context of a school can have a significant bearing on the identity of teachers and, as highlighted in the introduction to the curriculum, schools need to localise to suit their own needs. For example, as St. Aibherin’s N.S. is a DEIS Band 1 school, students will probably have more complex learning needs. To become more attuned to this context, teachers will need to carry out a more reflective practice and should draw on Arisotle’s notion of phronesis for judgement, professional deliberation and to achieve an ethical practice (Higgins, 2011; Cooke and Carr, 2014).
The Teaching Council’s Code of Professional Conduct (The Teaching Council, 2012)
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