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Teacher Development
An international journal of teachers' professional development
Volume 21, 2017 - Issue 2
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Articles

Professional role expectations and related feelings when solving pedagogical dilemmas: a comparison of pre- and in-service teachers

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Pages 307-323 | Received 07 Apr 2015, Accepted 29 Jan 2016, Published online: 10 Oct 2016
 

Abstract

This study investigated teachers’ professional identity development. Using Dialogical Self Theory and a socio-cultural semiotic mediational perspective, we focused on pre- and in-service teachers’ communication of professional role expectations and related feelings when solving pedagogical dilemmas to reveal aspects of their professional identity construction. Data were collected from 102 pre- and 90 in-service teachers by asking them to solve seven pedagogical dilemmas. We report: (1) how pre- and in-service teachers solved pedagogical dilemmas in terms of communicating professional role expectations and related feelings; (2) how pre- and in-service teachers differed in the feelings they reported and the solutions they gave when solving pedagogical dilemmas; and (3) how the communication of professional role expectations and feelings was related to pre- and in-service teachers’ work experience. Finally, we discuss the implications of our study for initial and continuing teacher education programmes.

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