The accommodation of contested identities: The impact of participation in a practice-based masters programme on beginning teachers’ professional identity and sense of agency

The accommodation of contested identities: The impact of participation in a practice-based... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teaching and Teacher Education Elsevier

The accommodation of contested identities: The impact of participation in a practice-based masters programme on beginning teachers’ professional identity and sense of agency

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Publisher
Elsevier
Copyright
Copyright © 2018 Elsevier Ltd
ISSN
0742-051x
D.O.I.
10.1016/j.tate.2018.01.010
Publisher site
See Article on Publisher Site

Abstract

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.

Journal

Teaching and Teacher EducationElsevier

Published: Apr 1, 2018

References

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