Elaine Browne.pdf - Nelson Mandela Metropolitan University

others, we are constantly re‐evaluating and recreating our identities. This we also do in relation
to our heritage and ambitions (Joseph & Van Niekerk 2007, 488).
For Weeks (1990, 88), the notion of ‘belonging’ and sharing of the same values, is central to
one’s social, personal and subsequently, professional identity. Identity is “about what you have
in common with some people and what differentiates you from others” (Weeks 1990, 88).
Tierney (1991, 37) also believes that issues of similarity or difference enable a person to define
his or her identity. People distinguish themselves from others by defining the category within
which they exist. Both Tierney and Weeks thus hold that, in order to define personal and social
identities, people will engage in projects which focus on issues related to similarities and
differences, values and categories.
A teacher’s professional identity is also informed by his or her commitment to the education
profession. In this regard, Shulman (2004, 313) asserts that if teachers exhibit the following
characteristics, they should be able to adopt professional identities as ‘competent’ teachers’:
Firstly, they will have a solid knowledge base, in other words, the knowledge and skills that will
enable effective teaching and learning. Secondly, they will be committed to their job. This
means that they will be passionate and motivated. They will also be resilient, with the ability to
persevere despite difficulties and restraints. Thirdly, they will adopt the status of a professional
person. This person will regard a teacher’s role in society as respectful and essential for
society’s survival. Lastly, they will assume formal institutional roles, in other words, those
21