We are who we say we are: teachers’ shared identity in the workplace

ABSTRACT

Symbolic convergence theory provides a framework to examine how group consciousness and meaning are formed. Because dialectical tensions are present in all human interactions (e.g., a need for flexibility and structure), group consciousness involves converging on meaning in the face of dialectical tensions. This research combined symbolic convergence theory and a dialectical tension perspective to explore how public school teachers—through the sharing of fantasy theme narratives—understand their identities in the changing educational system. This research also investigated the dialectical tensions present within the narratives teachers share to create their group identity and manage their roles.

KEYWORDS:

• teacher identity
• symbolic convergence
• relational dialectics
• narratives