“Since You (I) Come It All Changes”: Productive Tensions in a Novice Teacher's Identity Construction

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Unpacking Teacher Identities (Table 8)

Abstract

Tensions are generally viewed as negative because it may adversely affect teachers’ professional development. However, tensions can also be necessary and productive. As part of a multiple-case study in China, we describe a novice science teacher’s experience in tension between his engagement and the marginalized work environment and analyze the impact of this tension on his identity construction. Following a narrative analytic approach, we document how the tension this teacher experienced is not an obstacle but a motivate to actively change his work environment, helping him think of “what kind of teacher I want to be.” The findings shed light on how we view tensions in teacher identity research and have implications for designing productive professional development for novice teachers.

Author

• Jingning He, University at Buffalo - SUNY