Professional identity tensions of beginning teachers

M.T Pillen, D. Beijaard, P.J. Brok, den

    Research output: Contribution to journalArticleAcademicpeer-review

    65 Citations (Scopus)
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    Abstract

    This study reports on interviews with 24 beginning teachers about tensions they experienced regarding their professional identity. The interviewees reported a total of 59 tensions of tension that fell into three themes: (1) the change in role from student to teacher; (2) conflicts between desired and actual support given to students; and (3) conflicting conceptions of learning to teach. Most of the tensions experienced conform with those found in the literature. Tensions were often accompanied by feelings of helplessness, frustration or anger, and the teachers had a strong desire to learn to cope with them. Because of their negative impact on beginning teachers’ professional development, it is important that teacher educators and mentors in schools pay serious attention to tensions like these that relate to beginning teachers’ professional identity.
    Original languageEnglish
    Pages (from-to)660-678
    Number of pages19
    JournalTeachers and Teaching
    Volume19
    Issue number6
    DOIs
    Publication statusPublished - 2013

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