Building, Certifying and Evaluating Pre-service Teachers' Professional Identity: a Systematic Literature Review

Abstract

This article explores the construction of teachers' professional identity (TPI) by examining the theoretical and pedagogical relationship between initial teacher education (ITE) models and systems and the certification and qualification of teaching professionalism. To this end, a systematic review of the literature was conducted to discuss: 1) the influence of ITE on the process of teachers’ identity and professional development; 2) the educational criteria and organisational characterising the most relevant ITE programmes in the literature; 3) the theoretical and methodological perspectives underpinning student teachers’ assessment literacy