Novice Teachers, Positional Identity Shaping, and the Figured Worlds of Elementary Schooling

• In Event: 18.055 - Supporting Teacher Educators, Preservice Teachers, and Early-Career Teachers

Abstract

Located in the Republic of Ireland, and drawing on figured worlds theory (Holland et al. 1998), the focus of this paper relates to the shaping of positional identities among a cohort of novice elementary teachers, during their initial year of workplace practice, post-graduation. The concept of figured worlds helps make visible how positional identities are shaped in workplace settings. A three-cycle, individual interview design, facilitated continuing contact with each research participant. Utilisation of predetermined figured worlds-informed constructs ensures a deductive approach is employed in analysing data. Conclusions encapsulating novices’ developing positional identities are presented as per three domains of experience. Conclusions arising from this study assume significance when set in a wider context of conceptually-informed themes relating to novice teaching.

Author

• Daniel O'Sullivan, University College Cork