TEACHER’S AND PUPIL’S IDENTITIES IN THE PROCESS OF WRITING

Abstract

This paper explores the identity notion in the context of the teacher-pupil relationship and its impact on professional development. The study draws on international comparative research focusing on Bulgarian teachers and an example of one lesson in the mother tongue (Bulgarian language). The concept of professional identity is examined, encompassing various components such as the profession's philosophy, skills, attitude toward work, and interactions with colleagues. It is argued that professional identity is tied to social dedication and cultural values closely. The relationship between teachers and pupils involves coordination, cooperation, and co-construction which are essential for creating an orderly learning environment. The teacher's identity, social interactions, and significant memories influence the pupil's identity formation. The connection between the body and identity is also explored, highlighting the nature of subjectivity and its cultural influences. The research emphasizes the need for a qualitative approach to understand how the body shapes the identities of both teachers and pupils and how environmental factors contribute to this process. Overall, this study contributes to our understanding of the complex nature of professional identity in the teaching profession.