Identity learning of beginning teachers

Identity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogueIdentity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogue.</p

Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity

This study focuses on the complexity and uniqueness of 45 beginning teachers' professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of) their professional identity. Based on these reflections, portraits of each teacher were constructed. Five overarching identity themes emerged from these portraits: Classroom management, Students learning, Workload, Collaboration and Standing up for oneself. All themes were visualised into a configuration consisting of personal and contextual aspects, arranged according to three foci: focus on oneself, on students, and on team/organisation. The configurations differ in their magnitude but do justice to the unique and complex nature of each teacher. Constructing configurations is a promising way for understanding what really matters in beginning teachers' professional identity development and helping them deepen their reflection.</p

Identiteitsleren van startende leraren

Identity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogu

Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity

This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of) their professional identity. Based on these reflections, portraits of each teacher were constructed. Five overarching identity themes emerged from these portraits: Classroom management, Students learning, Workload, Collaboration and Standing up for oneself. All themes were visualised into a configuration consisting of personal and contextual aspects, arranged according to three foci: focus on oneself, on students, and on team/organisation. The configurations differ in their magnitude but do justice to the unique and complex nature of each teacher. Constructing configurations is a promising way for understanding what really matters in beginning teachers’ professional identity development and helping them deepen their reflection

Experienced teachers dealing with issues in education:a career perspective

\u3cp\u3eThis article reports on a qualitative study on the issues experienced teachers may encounter in everyday teaching practice. Some issues may possibly originate at the beginning of a career and continue to be a struggle during their career. Data were collected among 20 mid- and late career teachers from eight secondary schools. The results showed that at the current moment in their career, respondents of this study particularly recognised three issues: teacher–parent interaction, teaching versus other tasks and private life versus work. Teachers seldom talk about their issues, but more often than not they try to find a solution themselves or put up with the situation.\u3c/p\u3