Chasing and slaying the dragon: mapping how trainee teachers’ learner and teacher identities change across their training year: Teacher identity: a real life thing

Research output: Working paper

Abstract

Teacher identity is a complex and dynamic concept that develops over time and has both a personal and professional dimension. Knowing who you are as a teaching professional gives agency, supporting individuals to thrive and continue to develop in an ever evolving, challenging, and rewarding profession (Connelly ,2020).

Trainee teachers fluctuate between 'student learner ' and ‘student teacher’ communities of practice in university and school settings. But many trainees find these transitions challenging, potentially impacting on their experience (Burn 2007) and impacting progression across their PGCE programme, with consequences for retention and completion, and teacher supply (Daly et al 2020).

This paper presents outcomes from an in-depth examination of primary PGCE trainee teachers’ perceptions of their experiences as student learner and student teacher. The aim was to focus on dynamic interplay between trainee teachers’ identities as learners and as teachers in order to better understand ways in which progression and completion within the programme could be better supported.
Original languageEnglish
PublisherInternational Development Association
Publication statusSubmitted - 16 Jan 2024

Keywords

  • Teacher Identity
  • learner identity
  • shape shifting
  • retention
  • completion
  • QTS

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