Abstract
The paper is based on critical theory and ethnographic approaches
that examine the influences on teaching practice and the development of
professional identities. Constructed from the model from Goodwin’s
domains of influences from teachers’ beliefs, knowledge and practices on
pedagogical practice, the revised model is elaborated to integrate an
interactive relationship between these domains and that of practice and
professional identities. A postmodernist lens is used so that
professional identities and leadership roles may be seen to be multiple,
changing, conflicting and tenuous and involving the process of
reflexivity, agency and performativity.
