The professional identity is the core of professional practice, and the formation, maintenance and change of professional identity are a lifelong learning process. For teachers with multiple identities in a technical high school, the construction of professional identity in multiple roles is an important issue that needs to be clarified in the professional development selection process, whether it is to prioritize the general teaching role, optimize administrative capabilities, or develop coaching skills. This article finds that for teachers with multiple mixed roles, the concept of professional identity is sometimes vague and overlapped. Based on phenomenology, this article uses the body as a research tool to clarify the perception of professional identity in seven perceptual propositions under the state of vagueness and adjustment of professional identity.
After repeated reviews of texts, self-extraction and reflection, this article preliminarily classifies the concept of professional identity and development for teachers with multiple identities in four dimensions: 1. Professional identity should start from within, 2. The lack of identity makes it difficult for teachers to develop professionally, 3. Teachers with multiple professions need guidance in the process of identity recognition, and 4. Emphasise the career development and professional growth of teachers with multiple role identities. Through the clarification of these four dimensions, this article provides a reference for teachers with multiple identities to adapt and adjust themselves internally and externally in the process of changes and entanglements.

Authors:
Chia Hao Liu, National Taipei University of Technology, Taiwan
Hsiao-Fen Liu, National Taipei University of Technology, Taiwan

About the Presenter(s)
Dr Chia Hao Liu is a University Doctoral Student at National Taipei University of Technology in Taiwan

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