The accommodation of contested identities: The impact of participation in a practice-based Masters Programme on Beginning Teachers’ professional identity and sense of agency.

Connolly, Mark ORCID: https://orcid.org/0000-0003-4278-1960, Hadfield, Mark ORCID: https://orcid.org/0000-0002-5361-6875, Barnes, Yvonne and Snook, James 2018. The accommodation of contested identities: The impact of participation in a practice-based Masters Programme on Beginning Teachers’ professional identity and sense of agency. Teaching and Teacher Education 71 , pp. 241-250. 10.1016/j.tate.2018.01.010

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Abstract

Abstract Teachers’ professional training and development has been the focus of intense academic and political debate. This paper contributes to this by considering Beginning Teachers’ (BTs’) self-views of their professional identity. The findings are derived from a mixed methods study with questionnaires (n=886) and focus groups and interviews (n= 60) with BTs in Wales. Drawing on a socio-cultural approach, the findings illustrate how BTs’ integration of competing professional identities bolstered their sense of professional agency. These findings have salience within a policy context where both teacher education and professional development are increasingly aligned with the narrow organizational objectives of the school. Keywords: teacher professionalism; sociology of professions; socio-cultural theory; Beginning Teachers; professional development; professional identity; teacher agency.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Social Sciences (Includes Criminology and Education)
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Publisher:	Elsevier
ISSN:	0742-051X
Date of First Compliant Deposit:	23 February 2018
Date of Acceptance:	23 January 2018
Last Modified:	22 Nov 2024 22:45
URI:	https://orca.cardiff.ac.uk/id/eprint/109331

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