Beginning teachers' professional identity work and its support

Gonny L.M. Schellings; Douwe Beijaard

doi:10.1016/B978-0-12-818630-5.04085-9

Beginning teachers' professional identity work and its support

Research output: Chapter in Book/Report/Conference proceeding › Entry for encyclopedia/dictionary › Academic › peer-review

3 Citations (Scopus)

Abstract

Learning to be a teacher is a complex and multi-faceted process associated with building a realistic professional teacher identity. Beginning teachers' professional identity making is seen as to a large extent unique and continuous process of reconciling the personal and contextual. Teachers' contexts either provide them with opportunities to cultivate or to constrain their professional identity development. This chapter highlights the professional identity of beginning teachers and how to support them in their work on their professional identity to become the teacher they wish to be and act as such.

Original language	English
Title of host publication	International Encyclopedia of Education
Editors	Robert Tierney, Fazal Rizvi, Kadriye Erkican
Publisher	Elsevier
Chapter	9
Pages	161-169
Number of pages	9
Edition	4th
ISBN (Electronic)	9780128186299
ISBN (Print)	978-0-12-818629-9
DOIs	https://doi.org/10.1016/B978-0-12-818630-5.04085-9
Publication status	Published - 2023

Keywords

Beginning teachers
Beginning teachers' support
Identity issues
Identity work
Induction program
Narrative methods
Professional identity
Professional learning

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10.1016/B978-0-12-818630-5.04085-9

Cite this

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abstract = "Learning to be a teacher is a complex and multi-faceted process associated with building a realistic professional teacher identity. Beginning teachers' professional identity making is seen as to a large extent unique and continuous process of reconciling the personal and contextual. Teachers' contexts either provide them with opportunities to cultivate or to constrain their professional identity development. This chapter highlights the professional identity of beginning teachers and how to support them in their work on their professional identity to become the teacher they wish to be and act as such.",

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AB - Learning to be a teacher is a complex and multi-faceted process associated with building a realistic professional teacher identity. Beginning teachers' professional identity making is seen as to a large extent unique and continuous process of reconciling the personal and contextual. Teachers' contexts either provide them with opportunities to cultivate or to constrain their professional identity development. This chapter highlights the professional identity of beginning teachers and how to support them in their work on their professional identity to become the teacher they wish to be and act as such.

KW - Beginning teachers

KW - Beginning teachers' support

KW - Identity issues

KW - Identity work

KW - Induction program

KW - Narrative methods

KW - Professional identity

KW - Professional learning

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M3 - Entry for encyclopedia/dictionary

SN - 978-0-12-818629-9

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BT - International Encyclopedia of Education

A2 - Tierney, Robert

A2 - Rizvi, Fazal

A2 - Erkican, Kadriye

PB - Elsevier

ER -

Beginning teachers' professional identity work and its support

Abstract

Keywords

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