Exploring transitions in notions of identity as perceived by beginning post-compulsory teachers

Abstract

This paper reports on Phase Two of a small scale qualitative research project. Phase One (2015-2016) focused on pre-service student teachers' perceptions of observation and feedback in relation to their developing identity as teachers. In Phase Two, two previous participants reflected on the research findings as qualified and beginning teachers. New participants were invited to contribute their perspectives of the transition they had made from the PGCE PCE (Postgraduate Certificate in Post Compulsory Education) one year full time course to their first year of teaching. Phase Two considers constructs of teacher identity and theoretical models of communities of practice and ecological learning systems. Participants reviewed transitions from PGCE PCE in to their first year of teaching in relation to a continuum of practice that saw them taking increased levels of ownership of their development. They described the extent to which and the ways in which they identified themselves with the teacher role and as members of a community at work. Applications of the community of practice model were discussed and occasionally compared unfavourably to the community of practice context of the PGCE PCE course. Community of practice concepts such as 'membership' and 'validation' are re-explored in this paper.

Accept or challenge? Exploring the experiences of pre‐service teachers from minoritised groups

“…However, when personal identity is intertwined with professional identity this can advance social justice in classrooms. Preservice teachers from minoritised groups struggle to 'fit in' for several reasons and, as Wright et al (2018) identify, feelings of conflict and 'outsiderness' are not unusual when navigating a new environment. The basis of 'inclusive education' is concerned with the issue of rights and the recognition of responsibility for all pre-service teachers within the teacher education community (Nilholm, 2021).…”

“…He believes that educational leaders must come out of the shadows of performativity and exercise moral purpose combined with social justice leadership to take positive action to change institutional cultures. Wright et al (2018) state that having a sense of belonging to a community requires the ability to be able to participate within a community in several different ways: personally, professionally and socially. An issue for pre-service teachers is that they must navigate being personally, professionally and socially matched to a school context that they have no autonomy in selecting.…”

“…This is rather simplistic when viewed through the lens of race and identity, however the point here is that (in an ideal world) teachers are all working together for the greater good and will unite to support children and their outcomes. Wright et al (2018) state that having a sense of belonging requires the ability to participate in a group personally, professionally and socially-this is complex if you have few common identifiers with colleagues, regardless of a shared goal. Colliander (2018) highlighted the benefits of negotiating different communities of practice as a pre-service teacher and stated that professional identity formation was enabled by opportunities to engage in communities.…”

Widening graduate employment opportunities for students on Education Studies degrees: a case study at a School of Education in one London university

“…As already stated, students who enrol onto Education Studies undergraduate degrees are almost always looking to pursue a career in the primary sector. Very few of those students consider teaching in the post compulsory sector, like further education colleges, sixth form, or teaching English language within adult educational settings, according to Wright, Loughlin and Hall (2018). Some education students do consider teaching in the secondary sector, however, unless they have a subject specialism, this is more difficult.…”