Narrative Identity Work Among Becoming and Beginning Teachers: Finnish Example

• In Event: Negotiating Identities in the Transitions of Early Career Teachers: International Perspectives

Abstract

Objectives:
This paper explores the narrative research and developmental work related to identity construction in both pre-service and in-service teacher education in the University of Oulu.

Perspectives or Theoretical Framework:
Finland is well known for their good results in PISA (Program for International Students Assessment). Teachers' high autonomy and their Master’s degrees are often seen as exploring the good results. Nevertheless, about 15-30 % of beginning teachers leave teaching during the first five years. Teachers’ work is hectic and is characterised by a lack of other adults in classrooms. Students in teacher education are busy with studies and might not have time to reflect their stories as becoming teachers. Our theoretical understanding is a narrative approach. We argue that being a teacher is a narrative process that reaches back to one’s childhood. Consideration of the relational, moral, emotional, embodiment, place and contexts in which teachers live are crucial in teachers’ narrative identities. Gender and power are intertwined in the construction of narrative identities. Becoming a teacher is an emerging story that develops in the processes of telling and retelling. Time and place are needed, in order to share experiences and emotions of teachers’ work.

Methods, Techniques, Modes of Inquiry:
We have read and listened to the stories of nearly 200 teachers. In our courses becoming teachers have shared their experiences and retold their stories. We have analysed storytelling itself and its meaning to teachers. We developed a method called KerToi that is based on regular face-to-face meetings with a certain structure. The KerToi method applies diverse narrative ways of working: episodes from one’s life story are shared in addition to cases from the classroom. The aim is to support teachers’ identity construction and to help teachers to cope better with their work.

Data Sources, Evidence, Objects or Materials:
Re-reading of becoming and beginning teachers’ stories told in different settings and in diverse ways including group discussions of teachers’ written and oral stories.

Results:
Group participants reported the following significances for sharing autobiographical stories: 1) One is not alone with one’s concerns, but others can have similar experiences and they can be talked about. 2) New insights can be learnt from others’ stories and one’s own story can change. 3) The world and identity of a person are continuously changing through telling and retelling.

Scholarly Significance:
Opportunities to construct narrative identities in pre-service teacher education and during the early years of career can promote teachers’ ability to cope. Mentoring continues narrative identity work begun during the pre-service teacher education. We are involved in a national project that is currently focused on developing peer group mentoring for beginning teachers. Successful mentoring requires voluntariness, commitment, trust, openness, and a certain time and place arranged. Assessment of teachers is not involved. Such peer group methods and sharing of autobiographical stories can move beyond the personal towards collective and professional identity work.

Authors

• Eila Estola, University of Oulu

• Minna Uitto, University of Oulu

• Leena Syrjälä, University of Oulu