Constructing Configurations to Capture the Complexity and Uniqueness of Beginning Teachers' Professional Identity

Autor/inn/en	Schellings, Gonny; Koopman, Maaike; Beijaard, Douwe; Mommers, Janine
Titel	Constructing Configurations to Capture the Complexity and Uniqueness of Beginning Teachers' Professional Identity
Quelle	In: European Journal of Teacher Education, 46 (2023) 3, S.372-396 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2021.1905793
Schlagwörter	Beginning Teachers; Professional Identity; Classroom Techniques; Teacher Workshops; Reflection; Faculty Development; Faculty Workload; Teacher Collaboration; Context Effect; Teacher Characteristics; Beginning Teacher Induction; Foreign Countries; Secondary School Teachers; Teacher Attitudes; Netherlands + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenführung; Lehrerkooperation; Ausland; Lehrerverhalten; Niederlande
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01