Abstract

Research on teachers’ professional identity integrates many constructs that are treated independently in most cases. This study described the associations between components of teacher professional identity and their association with teachers’ general pedagogical beliefs. Secondary teachers completed a survey about several components of their identity and general pedagogical beliefs. Multidimensional scaling revealed that the components could be mapped on two dimensions: form of motivation and degree of subject specificity. The resulting map revealed four meaningful groups of components. Furthermore, whereas direct transmission general pedagogical beliefs were found to be strongly tied to an identity grounded in the subject taught, constructivist beliefs were independent of identity components. This study provides new insight into the stru...