The underlying assumption in teacher training programs is that formulating a pedagogical identity is an integral part of the process via which an education student becomes an education professional, who can support and defend her approach and actions, and therefore become a better educator.
The literature shows that developing a pedagogical credo can support a process that renders teachers. However, it is not clear how we can support this process, and how to incentivize it. Furthermore, we need to explore how we can support and help student teachers shape their visions. Meanwhile, there is ongoing tension between postmodern educational theory and philosophy that encourages change on one hand, and traditional institutional culture that encourages conservatism on the other.
Complicating this is the fact that most teachers are female, so gender power relations are yet another perspective to be considered in the positioning process of incoming teachers. This situation requires them to decide whether to change or to assimilate, and because of this, many newer teachers quit teaching, or burn out early in their careers.