Conceptualizing a Personalized Identity-Focused Approach to Teacher Professional Development: Postulating the Realization of Reform

Identity structure analysis (ISA) reveals core and conflicted identity constructs, long-term aspirant goals for behaviours, behaviours one wishes to avoid, potential for behaviour change when moving from one life domain to another, and people that are the subject of identity conflicts. In this work, ISA is applied to a teacher's identity to form a framework to guide professional development. A rationale for use of the ISA framework is developed that connects it to calls for reform in professional development.