Reflectivity at the core of teachers’ identity work in continuing teacher education
This article discusses the reflectivity at the core of the identity work of 31 teachers enrolled in a continuing teacher education program. To highlight the importance of reflectivity in this type of work, the article draws on the findings of a qualitative study striving to understand the identity-work experience of teachers. The data analysis shows that identity work is first and foremost reflective; it is an internal process begun by a triggering encounter, rooted in a practice of presence, and unfolding through a reflective spiral interwoven with self-questioning and moments of awareness that lead to a variety of outcomes.