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Contexts which shape and reshape new teachers’ identities: A multi-perspective study
ARTICLE

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TATE Volume 22, Number 2 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper presents the major findings of a longitudinal study of teachers’ professional identities in the early years of teaching. It analyzes key influences upon the ways in which new teachers’ identities are shaped and reshaped over time. Through their own perceptions, analyses of the school cultures in which they work and their pupils’ views it reveals how the interplay between contextual, cultural and biographical factors affects their teaching practices. Teachers’ personal and professional histories and pre-service training, alongside issues of school culture and leadership, emerge as stronger mediating influences (than previous literature suggests) in determining the kinds and relative stability and instability of professional identities which teachers develop in the early years of teaching and thus the kinds of teachers they become and their effectiveness.

Citation

Flores, M.A. & Day, C. Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education: An International Journal of Research and Studies, 22(2), 219-232. Elsevier Ltd. Retrieved December 8, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2005.09.002

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