ABSTRACT
This chapter argues that a social justice perspective on education quality necessarily entails understanding teacher professionalism as involving engagement with social justice issues and this has implications for teacher education and management. It deals with a conceptual framework for professional self-identity that helpfully identifies the elements at work in teacher professionalism and how it can serve the purposes of education for social justice. Teachers’ professional identity is thus a construct with cognitive components embodied in role definitions and meanings and emotional components expressed as motivation and feelings of well-being. Self-efficacy is fed through professional development opportunities, including initial teacher education, and through social recognition of the quality and importance of their work. The chapter examines the extent to which teachers are able to act professionally, particularly in contexts where many learners are disadvantaged on the basis of existing research. It concludes with by highlighting key conditions for enabling teachers to be committed and motivated to teach for social justice.
