ABSTRACT
In this chapter, you meet Hannah, a primary teacher who works at a working-class Swedish primary school with pupils aged 12–13. During the years, she has developed a strong professional identity, which is characterized by an endeavor to create close relationships. Her overall ambition is to create a community held together by a shared morality where her pupils take their schoolwork seriously. To Hannah, her pupils’ positive attitude and willingness to learn are of much more importance than their achievement levels. Hannah’s narrative gives us an important insight into the teaching profession developed in a certain context. Her professional identity, presented from a perspective labeled as the moral dimension of teaching, focuses on the relationship between pedagogical and ethical intentions emerged in educational settings. The result, captured through observations and interviews, shows a close connection between professional identity and educational context.
