Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study

Abstract

Based on dialogical self theory framework that highlights three dimensions of identity construction (multiplicity vs. unity; social vs. individual; discontinuity vs. continuity), this study explored multiple aspects of teacher identity development over time, in relation to the unity of self, the way the social environment is negotiated, and the shifting or continuing pattern over time. The study employed a qualitative, longitudinal study design that followed five pre-service teachers for four years, including three waves of interviews. Variations of each participant’s journey to develop their teacher identity over time are described. Implications relevant to researchers, teacher educators, and pre-service and beginning teachers are discussed.

Keywords:

• Teacher identity development
• dialogical self theory, pre-service and in-service teacher training
• longitudinal study

Disclosure statement

No potential conflict of interest was reported by the authors.