On my Teacher Artistry online course reflecting on our identity as teachers is the cornerstone of all the teacher development activities. Only by understanding ourselves can we create the kind of transformative educational experiences that our students deserve.
In the world of education, understanding who we are as teachers is not just an exercise in self-reflection; it’s a crucial step in understanding our beliefs, values, and behavior in the classroom. Teacher development programs often focus on pedagogy, curriculum, and classroom management, but how often do they encourage us to ask, “What kind of teacher am I?”
When I posed this question to participants in my Teaching Artistry course, the responses were a powerful reminder that teacher identity is multifaceted, influenced by personal beliefs, institutional norms, and the broader educational system. The responses highlighted three key areas that demand attention if we are to foster meaningful teacher development and, ultimately, more effective teaching.
1. The Need for Reflective Practice in Teacher Development
Many teachers see themselves as facilitators of discovery, striving to create engaging, learner-centered environments where students can explore and construct knowledge. One participant shared, “I prioritize creating immersive learning experiences where learners actively engage and discover knowledge for themselves.” This desire to facilitate rather than dictate suggests that our professional development needs to create more space for teachers to explore and define their identities. Reflective practice—thinking deeply about our teaching methods, values, and the impact we have on students—should be a central component of any teacher development program. Without it, we risk losing sight of what makes our teaching unique and effective.
2. The Pressure to Conform
Despite the best intentions, many teachers feel the pressure to conform to a more traditional, information-transmission model. The demands of standardized testing, curriculum constraints, and institutional expectations can push even the most innovative educators towards a pragmatic, content-focused approach. One teacher reflected, “While I aim to be a facilitator of discovery, in some of my classes, being the transmitter of information can be difficult to avoid.” This reality is a stark reminder that external forces often shape our teaching practices more than our ideals. Teacher development programs must acknowledge these pressures and equip educators with strategies to resist them or at least to balance them with more creative, student-centered approaches.
3. A Call for Change
If we are serious about preparing teachers to be facilitators of discovery, we need to rethink how we approach teacher development. It’s not enough to train teachers in methods and content; we must also empower them to define and refine their identities, resist external pressures, and create classrooms where discovery and curiosity are at the forefront. As one teacher aptly put it, “A good teacher needs to play the right role depending on the topic… I strive to be physically active in class, teach from the heart, and develop academically.” This balanced approach should be the norm, not the exception.
Conclusion: Towards a New Vision of Teacher Development
To truly empower teachers, we must make reflective practice a priority, recognize and address the pressures that push teachers towards a transmitter role, and advocate for a shift in how we think about teacher identity. By doing so, we can create a new generation of educators who are not just skilled in content delivery, but who also see themselves as facilitators of discovery, capable of nurturing curiosity and creativity in every student.
Let’s make teacher identity the cornerstone of teacher development. Only then can we create the kind of transformative educational experiences that both teachers and students deserve.
Tom Godfrey 