This chapter reviews the formation of professional identity and how it can be effectively developed by Design and Technology teachers. All teachers form a professional identity of themselves as teachers. When many begin to teach, they try to fashion their professional identities toward those who they vision as master teachers. However, after new teachers get acclimated to the school environment within they work, they begin to take on a professional identity of their own. The professional identity of Design and Technology teachers is influenced by their command of the knowledge of Design and Technology, the skills they have mastered in using materials and equipment and passing these skills onto the students they teach, their perceived worth by fellow faculty members and school administrators, the value that students see within them, and how the local community views these instructional programs.
Overall the formation of professional identity is a dynamic and formative process. Mentoring by faculty at a teacher preparation institutions and faculty within the school environment assists new teachers to develop themselves and form their own professional identity. As the feeling of worth of a Design and Technology teacher takes shape, it can lead toward a commitment to the teaching profession. If impressions of teaching worth are not established, teachers can easily become dissatisfied with teaching and consequently leave the profession. It is important that the teaching community takes the time to mentor new teachers and keep their professional identity expanding in positive ways.
This chapter explores the concept of teacher professional identity and how it is developed. Included are a review of factors that shape the identity of Design and Technology teachers. A case study on the development of professional identity of new Design and Technology teachers is presented showing what can be learned from their experiences. Finally, some conclusions are made which the Design and Technology community can use to better prepare its teaching force.