Examining Teacher Identity and Possible Selves During COVID-19

• In Event: What "Unprecedented" Actually Looks Like: Teachers and Teaching During the COVID-19 Pandemic

Abstract

This qualitative case study uses possible selves theory to investigate three school teachers, at different career stages, during the COVID-19 pandemic. Our purpose was to understand the influence the sudden shift to remote teaching had on these teachers’ identity and possible selves during the COVID-19 pandemic. Data sources consisted of an initial questionnaire, weekly reflections, and semi-structured interviews. Two themes emerged from the cases: challenges of COVID-19 to teachers’ identity and COVID-19 evoked possible selves. Significance for teacher education is discussed.

Authors

• Tania Dumicic Pinto

• Veronica Elizabeth Pardo, Montclair State University

• John Adamski, Montclair State University

• Nicole Barnes, Montclair State University

• Helenrose Fives, Montclair State University