Professional identity and engagement among newly qualified teachers in times of uncertainty

ABSTRACT

Social, political and economic conditions shape a context of permanent flux where early childhood education teachers have to join the labour market and build their professional identity while facing numerous challenges. The aim of this study is to investigate the effects that a changing world and precarious job conditions can have on newly qualified teachers’ sense of engagement with the children, the school and the profession in general as part of their professional identity. We carried out this investigation in two phases. First, we composed interim texts from the interviews with the teachers, teachers’ own reflective writing and school visits. Then, we analysed these texts in order to identify each teacher’s reflection on engagement during their early teaching experiences, composing a single text for each teacher. The goal is to discern the impact that contemporary job conditions in Spain, which usually entail precarious contracts, continuing education, new demanding tasks, etc., may have on teachers’ sense of engagement.

KEYWORDS:

• Early childhood education teacher
• teacher identity
• narrative inquiry
• engagement
• precarious job conditions

Disclosure statement

No potential conflict of interest was reported by the authors.

ORCID

José Miguel Correa Gorospe http://orcid.org/0000-0002-6570-9905

Asunción Martínez-Arbelaiz http://orcid.org/0000-0002-3784-2266

Lorea Fernández-Olaskoaga http://orcid.org/0000-0001-5059-5143

Additional information

Funding

This work was supported by the Spanish Ministry of Science and Innovation (EDU2010-20852-C02-02)