Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity

ABSTRACT

This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of) their professional identity. Based on these reflections, portraits of each teacher were constructed. Five overarching identity themes emerged from these portraits: Classroom management, Students learning, Workload, Collaboration and Standing up for oneself. All themes were visualised into a configuration consisting of personal and contextual aspects, arranged according to three foci: focus on oneself, on students, and on team/organisation. The configurations differ in their magnitude but do justice to the unique and complex nature of each teacher. Constructing configurations is a promising way for understanding what really matters in beginning teachers’ professional identity development and helping them deepen their reflection.

KEYWORDS:

• Beginning teachers
• professional identity
• identity workshops
• configurations

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Gonny Schellings

Gonny Schellings is assistant professor at the Eindhoven School of Education, Eindhoven University of Technology. Her research interests concern professional identity learning of (beginning) teachers and teacher educators. She has also published about student learning and metacognition.

Maaike Koopman

Maaike Koopman is an associate professor at the Research Centre for Learning and Innovation, a department of HU University of Applied Sciences Utrecht in the Netherlands. Her research focusses on the interplay between teaching and student learning, particularly in innovative learning environments. She also studies (student) teachers’ professional learning and development.

Douwe Beijaard

Douwe Beijaard is a professor of professional learning (emeritus) at the Eindhoven School of Education, Eindhoven University of Technology. His research interests pertain to the development, professional identity, and quality of (beginning) teachers.

Janine Mommers

Janine Mommers is project manager at VO-raad, a sector organization representing school governing boards and schools in secondary education in the Netherlands. Janine develops professional development courses for school leaders and governing boards. Her research interests pertain to professional identity of (beginning) teachers and school leaders.