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

2.50
Hdl Handle:
http://hdl.handle.net/2436/620649
Title:
Exploring transitions in notions of identity as perceived by beginning post-compulsory teachers
Authors:
Wright, Victoria; Loughlin, Theresa; Hall, Val
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.
Publisher:
Taylor & Francis
Journal:
Research in Post Compulsory Education
Issue Date:
Oct-2017
URI:
http://hdl.handle.net/2436/620649
Additional Links:
http://www.tandfonline.com/toc/rpce20/22/2?nav=tocList
Type:
Article
Language:
en
ISSN:
1359-6748
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorWright, Victoriaen
dc.contributor.authorLoughlin, Theresaen
dc.contributor.authorHall, Valen
dc.date.accessioned2017-09-05T13:13:35Z-
dc.date.available2017-09-05T13:13:35Z-
dc.date.issued2017-10-
dc.identifier.issn1359-6748en
dc.identifier.urihttp://hdl.handle.net/2436/620649-
dc.description.abstractThis 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.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttp://www.tandfonline.com/toc/rpce20/22/2?nav=tocListen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectcommunity of practiceen
dc.subjectecological learning systemsen
dc.subjectteacher identityen
dc.subjectteacher agencyen
dc.subjectmentoringen
dc.titleExploring transitions in notions of identity as perceived by beginning post-compulsory teachersen
dc.typeArticleen
dc.identifier.journalResearch in Post Compulsory Educationen
dc.date.accepted2017-09-
rioxxterms.funderInternalen
rioxxterms.identifier.project050917VWen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2019-04-01en
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