Abstract

Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n=221) were analyzed revealing four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism). Differences between student and beginning inservice teachers suggest a transitional trajectory that could have implications for understanding the “how” of teacher identity development. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development.

Citation

Hamman, D., Gosselin, K., Romano, J. & Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 26(7), 1349-1361. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/197003/.

Keywords

• Possible-selves theory
• Teacher Development
• Teacher Identity
• teacher preparation
• Teacher resilience