RECONSIDERING THE ROLE OF TEACHER PROFESSIONAL LEARNING IN SHAPING THE SOCIAL AND PROFESSIONAL IDENTITY OF TEACHERS: REFLECTIONS FROM AN ONGOING STUDY IN BUILDING TEACHER AGENCY THROUGH DIGITAL TECHNOLOGIES

The COVID-19 pandemic has been exponentially accelerated the impact of digital technologies on the teaching profession. Technologies such as social networks, digital platforms, and artificial intelligence increasingly are now acting as important educational agents. These instruments are intensely influencing how teachers approach their pedagogical practices and promoting teacher educators to rethink their very own practices. This paper explores this field following a process-oriented vertical case study methodology. Initially, the study conducts a comparison between the DigcompEdu and Digital Learning Framework for post-primary school. The mapping highlights three areas of convergence between the two frameworks: teacher professionalism, didactic-pedagogical knowledge and action, and lastly learners’ digital citizenship. Subsequently, drawing from these three areas, the article presents a thematic analysis aiming to explore three themes: teacher professionalism, teacher agency, and teacher professional development. The analysis elaborates on the transcription of eighteen interviews conducted with teachers and principals from three Italian high schools and one Irish post-primary school. It also offers an in-depth understanding of teacher professionalism, teacher agency, and teacher professional development through the direct experience of the interviewees.