The identity dilemmas of Early Career Teachers from under-represented groups in the UK

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2022-09-14 DOI:10.1080/10476210.2022.2118704

C. Woodfine, Diane Warner

{"title":"The identity dilemmas of Early Career Teachers from under-represented groups in the UK","authors":"C. Woodfine, Diane Warner","doi":"10.1080/10476210.2022.2118704","DOIUrl":null,"url":null,"abstract":"ABSTRACT Uncontested narratives of normality in primary teacher training are located and demonstrated in heteronormativity, whiteness, able-bodiedness and femininity. Early-Career Teachers who know and feel they lie outside of these are positioned uneasily as they try to locate spaces to express their identities and enable self-agency. This article explores how beginning teachers from under-represented groups come to understand themselves and others during the process of becoming a primary teacher. Through qualitative analysis of video stories of 12 novice primary teachers, we identified salient themes including dilemmas around identity invisibility/hypervisibility and lack of agency to (re)construct their identities. Our findings have implications for teacher educators and school leaders to provide new teachers opportunities to explore their identity dilemmas alongside their peers in safe spaces. Developing provision that builds beginning teachers’ peer networks alongside their understanding of self may not only offer an outlet for self-agency but impact on teacher retention from those located in under-represented groups.","PeriodicalId":46594,"journal":{"name":"Teaching Education","volume":"34 1","pages":"335 - 350"},"PeriodicalIF":1.5000,"publicationDate":"2022-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10476210.2022.2118704","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT Uncontested narratives of normality in primary teacher training are located and demonstrated in heteronormativity, whiteness, able-bodiedness and femininity. Early-Career Teachers who know and feel they lie outside of these are positioned uneasily as they try to locate spaces to express their identities and enable self-agency. This article explores how beginning teachers from under-represented groups come to understand themselves and others during the process of becoming a primary teacher. Through qualitative analysis of video stories of 12 novice primary teachers, we identified salient themes including dilemmas around identity invisibility/hypervisibility and lack of agency to (re)construct their identities. Our findings have implications for teacher educators and school leaders to provide new teachers opportunities to explore their identity dilemmas alongside their peers in safe spaces. Developing provision that builds beginning teachers’ peer networks alongside their understanding of self may not only offer an outlet for self-agency but impact on teacher retention from those located in under-represented groups.

查看原文本刊更多论文

英国代表性不足群体早期职业教师的身份困境

摘要小学教师培训中的非规范性、白人性、健美性和女性性是对正常性的无限制叙述。早期职业教师知道并感觉自己置身于这些之外，当他们试图找到表达自己身份和实现自我代理的空间时，他们会感到不安。本文探讨了来自代表性不足群体的初级教师在成为初级教师的过程中如何理解自己和他人。通过对12名小学新手教师的视频故事进行定性分析，我们确定了一些突出的主题，包括身份不可见性/高度可见性的困境以及缺乏重建身份的机构。我们的研究结果对教师教育工作者和学校领导有启示，让新教师有机会在安全的空间里与同龄人一起探索自己的身份困境。制定建立初级教师同伴网络以及他们对自我的理解的规定，不仅可以为自我代理提供一个出口，还可以影响那些代表性不足的群体对教师的保留。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.