Lived Experiences of Professional Identity Tensions of Experienced Teachers: A Phenomenological Inquiry

• In Event: Virtual Poster Session
  In Virtual iPresentation Only: Division K - Section 08: Teachers’ Lives, Identities, and Journeys Virtual Poster Session

Abstract

This phenomenological inquiry investigates lived experiences of professional identity tensions of experienced teachers. The research question addressed in this investigation is: What is it like for experienced teachers to experience professional identity tensions during their first five years and after their first five years in the teaching profession? The participants include five experienced U.S.A. teachers who have more than five years of teaching experience in K–12 U.S.A. schools. The findings indicate that the teacher participants experience different kinds of tensions during their first five years and after their first five years in the career. However, tensions related to what counts as good teaching seem persistent and unrelenting. These findings have implications for practice and research.

Authors

• Chau Hong Phuoc Nguyen, Texas Tech University

• Howard J. Curzer, Texas Tech University

• Aaron S. Zimmerman, University of Colorado - Boulder

• Joshua M. Cruz, Texas Tech University

• Jian Wang, Texas Tech University