Exploring transitions in notions of identity as perceived by beginning post-compulsory teachers
MetadataShow full item record
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.
PublisherTaylor & Francis
JournalResearch in Post Compulsory Education
The following licence applies to the copyright and re-use of this item:
- Creative Commons
Except where otherwise noted, this item's license is described as https://creativecommons.org/CC BY-NC-ND 4.0