This article, by Danuta Gabryś-Barker, describes teachers as a professional group, focusing on preservice teachers and reﬁning their proﬁles on the basis of the studies carried out in educational research. Personality as a major contributor to beliefs and teacher presence in the classroom in a more general sense help to building teacher identity over the period of ﬁrst becoming and then being a fully-functioning classroom
Teacher self-concept and identity are developmental in nature and undergo constant ﬂuctuations. They make for the success and/or failure, enthusiasm or burnout of every individual teacher, irrespective of his/her teaching contexts. New teachers who enter classrooms for the ﬁrst time do not enter them empty-handed. They hold beliefs which have various origins and enjoy varying degrees of sustainability over time and the experiences they encounter. These are discussed here, both theoretically and by means of illustrative studies.
When considering teachers over their whole careers, clear developmental stages can be distinguished. These
are shown in the form of different models presented in the literature on teacher training and develop.