Examining Novice Teachers' Professional Identities: A Longitudinal Study

The purpose of this longitudinal study was to follow three teachers from their university teacher preparation programs into their first 3 consecutive years of teaching to better understand their teacher's professional identities. One of the reasons they were invited to this study was because th...

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Bibliographic Details
Published in:Teacher education quarterly (Claremont, Calif.) Calif.), 2022-06, Vol.49 (3), p.6-26
Main Authors: Myers, Joy, Lambert, Claire, Howard, Christy
Format: Article
Language:English
Subjects:
Barriers
Beginning Teachers
Education
Educational Environment
Elementary School Teachers
Learning
Longitudinal Studies
Methods
Professional Autonomy
Professional Identity
Science Teachers
Self Esteem
Student Behavior
Student teacher relationship
Students
Teacher Attitudes
Teacher Education
Teacher Educators
Teacher Persistence
Teachers
Teaching
Teaching Methods
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Summary:The purpose of this longitudinal study was to follow three teachers from their university teacher preparation programs into their first 3 consecutive years of teaching to better understand their teacher's professional identities. One of the reasons they were invited to this study was because they were strong candidates in their student teaching. The findings reveal that all teachers continued in the profession despite the obstacles they faced during their first 3 years of teaching. While they were all persistent, each persevered in a different way, depending on their beliefs, context, and relationships with their peers and administrators. Understanding their experiences and the ways they found success has implications for teacher education and induction as well as research on teacher development.
ISSN:0737-5328