Finding myself as a teacher: exploring the shaping of teacher identities through student teachers’ narratives

Abstract

The aim of the study was to explore the professional identity development among student teachers in a five-year integrated teacher education programme in Estonia. Thirty-eight students in the first through fifth year of the primary school teacher education programme provided written stories about themselves as teachers today. The narratives were analysed both across different study years in the teacher education programme using inductive content analysis, and through in-depth thematic analysis of one case exemplifying the emergence of teacher identity. In the latter, Kelchtermans’ professional identity model was applied. Findings indicate that the practice periods appear to be highly influential for identity development. In the students’ development, phases similar to those identified in prior research emerged, with focus shifting from oneself towards teaching methods and skills and pupils’ learning. Teacher educators can help students recognise these patterns and support the students in reflecting on the strategies they have applied in their learning and development and their ways of coping with challenges, and help them to identify personal working theories developed during the education process. This way the newly qualified teachers entering schools can be supported to become teachers with solid professional identities well-equipped to begin their careers in primary schools.

Keywords:

• teacher education
• teacher identity
• integrated teacher education
• narratives

Acknowledgement

The authors gratefully acknowledge support from the European Social Fund (grant nos. 1.2.0401.09-0070 and 1.2.0302.09-0004).