Narrative identity and the construction of professional meaning among teachers experiencing educational change

Whittle, Owen 2026. Narrative identity and the construction of professional meaning among teachers experiencing educational change. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

This study explores how teachers construct and negotiate their professional identities during a period of educational reform in Wales. In the context of evolving systemic demands, understanding how teachers make sense of their professional roles is of particular relevance to Educational Psychologists seeking to support staff wellbeing and professional development. Semi-structured interviews were conducted with three primary school teachers, and the data were analysed using a narrative-informed, holistic-content approach. The findings highlight the dynamic and relational nature of professional identity, demonstrating how teachers construct and negotiate their identities through ongoing interpretation of their experiences. Participants’ narratives revealed tensions between personal values and systemic demands, including challenges related to authenticity, role expectations, and the uneven implementation of educational reform. Identity was seen to emerge through the interaction between individual values, professional roles, and contextual conditions. The study also highlights the importance of reflective and relational spaces in supporting identity development. Narrative processes were found to play an active role in shaping identity, facilitating greater coherence, agency, and understanding of professional values. These findings suggest that EPs are well positioned to support teachers through approaches that enable reflection and meaning-making, particularly in contexts of change and uncertainty.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	16 September 2026
Last Modified:	16 Sep 2026 13:56
URI:	https://orca.cardiff.ac.uk/id/eprint/189668

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