The figured worlds of teaching: Finding coherence in teachers' identities

Abstract

This paper considers the ways that teachers identities for teaching shape the ways that they engage with and plan to implement new curricula in the context of sustained professional development. Findings from a five-year long intensive professional development suggest that teachers identities are constructed through their engagement in particular figured worlds, and more importantly, that their experiences within these figured worlds come to shape the ways they think about specific aspects of their teaching