Teacher researcher pedagogy (TRP) is a national-based pedagogy in Iran. This pedagogy has been introduced and adopted to Iran’s teacher education system from 1996. In line with this pedagogy, we studied the narratives of the teachers who were already involved in TRP to under-stand how it helped them reconstruct their professional identity. We found this pedagogy helped teachers improve their professional con-sciousness. The teachers with good manners and methods could take obviously significant advantage of TRP and involve in reflective practical research. As a consequence, an epistemological shift happened in the pro-fessional life of such caring teachers where they no longer only use the knowledge of a third-party person. Such conditions recovered teachers’ professional identity and put them in power position
