The article "Reconsidering Research on Teachers' Professional Identity" by Beijaard, Meijer, and Verloop (2004) reviews recent studies on teachers' professional identity, categorizing them into three main types: studies focusing on professional identity formation, studies identifying characteristics of professional identity, and studies presenting professional identity through teachers' stories. The authors highlight that the concept of professional identity is defined differently or not defined at all in these studies, and identify four essential features of teachers' professional identity: it is an ongoing process of interpretation and re-interpretation, involves both the individual and the context, consists of sub-identities that harmonize, and requires active agency in professional development. The review also notes that many studies focus on teachers' personal practical knowledge but fail to explicitly link this to professional identity. The authors argue that future research should address the relationship between 'self' and 'identity,' the role of context, what constitutes 'professional' in professional identity, and perspectives beyond cognitive research. They conclude by identifying several problems in current research, including the need to clarify the relationship between 'identity' and 'self,' the influence of context, the definition of 'professional,' and the need for a more sociological perspective.The article "Reconsidering Research on Teachers' Professional Identity" by Beijaard, Meijer, and Verloop (2004) reviews recent studies on teachers' professional identity, categorizing them into three main types: studies focusing on professional identity formation, studies identifying characteristics of professional identity, and studies presenting professional identity through teachers' stories. The authors highlight that the concept of professional identity is defined differently or not defined at all in these studies, and identify four essential features of teachers' professional identity: it is an ongoing process of interpretation and re-interpretation, involves both the individual and the context, consists of sub-identities that harmonize, and requires active agency in professional development. The review also notes that many studies focus on teachers' personal practical knowledge but fail to explicitly link this to professional identity. The authors argue that future research should address the relationship between 'self' and 'identity,' the role of context, what constitutes 'professional' in professional identity, and perspectives beyond cognitive research. They conclude by identifying several problems in current research, including the need to clarify the relationship between 'identity' and 'self,' the influence of context, the definition of 'professional,' and the need for a more sociological perspective.