ABSTRACT
This chapter reviews being and becoming as hidden epistemological and ontological dimensions of continuous teacher professional development (CTPD). CTPD, as an ongoing journey, fits through the lens of becoming a reflexive teacher. With every passing year of their career, teachers become increasingly experienced. In doing so, aspects of teaching are inseparably connected with 'being and becoming'. From a Heideggerian perspective, the chapter argues that teachers are always in the state of being and becoming – they are in a temporal mode of being. It deals with a contention that Plato is associated with the strict split between being and becoming. The concepts 'being and becoming' and 'ideology' have a symbiotic relationship. Notwithstanding the fact that the concepts of ontology and epistemology are broadly perceived, both concepts have a dialectical relationship – they remain fundamental tools in the social construction of professional becoming.
