ABSTRACT
This chapter addresses the development and shifts in teacher and pupil identities in different classroom contexts based on the situated cognition approach. Subsequently, contextual and situational features are assumed to influence the construction, actualisation and restructuring of teacher and pupil identities. More generally, social context has been found to have a rather decisive influence on a person’s conceptions of his/her self, becoming activated at a given time. According to Banaji and Prentice (1994, p. 324), “how one thinks about oneself at any particular time is strongly influenced by the immediate social context”.
