Changes in Professional Identity During the First Eight Years of Teaching: Findings of a Longitudinal Study

• In Event: Roundtable Session 22
  In Roundtable Session: Teachers’ Identities and Perspectives on Teaching

Abstract

Over the period 2004 to 2012, we followed 20 elementary teachers from their first to eighth years of teaching. During this time, we saw many changes in the teachers' professional identity. In varying degrees, they broadened their conception of their role; became more realistic about the challenges of teaching; reached a more nuanced motivation; developed more of a work-life balance; became more confident as teachers; and adopted a firmer stance toward external mandates. The research led us to perspectives on the goals and processes of professional identity formation that we think could be helpful to beginning and later-career teachers and to pre-service and in-service teacher educators.

Authors

• Clive M. Beck, OISE/University of Toronto

• Clare Kosnik, University of Toronto

• Rosanne B. Brown, Peel District School Board

• Yiola Cleovoulou, University of Toronto - OISE

• Judy A. Caulfield, Ontario Institute for Studies in Education/ University of Toronto

• Shelley Murphy, OISE/University of Toronto

• Kirsten Tenebaum, University of Toronto