argues teacher professional identities are not
taught; rather they are shaped through critical incidents within the
workplace and one’s professional and social networks. Having
opportunity to examine those critical incidents, with the support and
knowledge of more experienced colleagues, makes for powerful
learning. Moving from a preservice to an early career teacher requires
significant adjustments be made to one’s professional identity with
specific emphasis on the way people behave and how this defines
them as professionals (Sparks & Shepherd, 1992; Stets & Burke,
2000). These perspectives need to be explored and examined to consider how individual experiences can come together to create
shared meanings and understandings.