Performers and postulates: The role of evolving socio-historical contexts in shaping new teacher professional identities

Simon N. Leonard, Philip Roberts

    Research output: Contribution to journalArticle

    12 Citations (Scopus)

    Abstract

    In this article we investigate the generative causes of variation in the professional identity of new teachers. Building on previous work that has shown a link between professional identity and socio-political context, we argue that the context experiencedin late adolescence and early adulthood is particularly significant in shaping how beginning teachers think of themselves as teachers. This finding suggests that the linear response to neoliberal education reform described in much of the criticalliterature may be too simple to account for the range of ways teachers interact with the system. There is, therefore, a need for greater diversity in research approaches to work with the complexity of social systems in and around schools. To support this call for methodological diversity, we borrow the life story model of identity as a theoretical framework and use a computer-assisted phenomenographic analysis technique to find new ways into the research data.
    Original languageEnglish
    Pages (from-to)303-318
    Number of pages16
    JournalCritical Studies in Education
    Volume55
    Issue number3
    DOIs
    Publication statusPublished - Sep 2014

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