Changes in Early Career Teachers' Professional Identity Tensions

• In Event: Moscone Center West Roundtable Session 12
  In Roundtable Session: Experiences of Novice Teachers Working in Diverse Contexts

Abstract

This study explores how impact of professional identity tensions of early-career teachers changes during the first two years of teaching. A longitudinal research design with digital journals was used to explore professional identity tensions of 15 early-career teachers. Digital journals were analyzed for impact, including affective appraisals and behavioral responses and dominant themes. The results show that high affective appraisals were more frequently found during the second year. The behavioral response ‘directive actions’ is most often reported at the start of teaching and at the end of the two years of induction period. Finally, dominant themes described by early-career teachers in the first year are related to ones role as a teacher and in the second year to work-live balance.

Authors

• Helma Oolbekkink, Radboud University Nijmegen

• Anna van der Want, Leiden University

• Harmen Schaap, Radboud Docentenacademie

• Paulien C. Meijer, Radboud University Nijmegen