Teachers' professional training and development has been the focus of intense academic and political debate. This paper contributes to this by considering Beginning Teachers' (BTs') self-views of their professional identity. The findings are derived from a mixed methods study with questionnaires (n = 886) and focus groups and interviews (n = 60) with BTs in Wales. Drawing on a socio-cultural approach, the findings illustrate how BTs’ integration of competing professional identities bolstered their sense of professional agency. These findings have salience within a policy context where both teacher education and professional development are increasingly aligned with the narrow organizational objectives of the school.
Teaching and Teacher Education – Elsevier
Published: Apr 1, 2018
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