Veteran teachers’ identity: what does the research literature tell us?

References

• Alger, C. L. (2009). Secondary teachers’ conceptual metaphors of teaching and learning: Changes over the career span. Teaching and Teacher Education, 25, 743–751.10.1016/j.tate.2008.10.004
   Web of Science ®Google Scholar
• Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional identity. Modern Language Journal, 81(1), 15–27.10.1111/modl.1997.81.issue-1
   Web of Science ®Google Scholar
• Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39, 175–189.10.1080/03057640902902252
   Google Scholar
• Beijaard, D., Verloop, N., & Vermunt, J. (1999). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749–764.
   Web of Science ®Google Scholar
• Beijaard, D., Meijer, P.C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.10.1016/j.tate.2003.07.001
   Web of Science ®Google Scholar
• Beltman, S., Mansfield, C., & Price, A. (2011). Thriving not just surviving: A review of research on teacher resilience. Educational Research Review, 6(3), 185–207.10.1016/j.edurev.2011.09.001
   Web of Science ®Google Scholar
• Bennett, S. V., Brown, J.J., Kirby-Smith, A., & Severson, B. (2013). Influences of the heart: Novice and experienced teachers remaining in the field. Teacher Development, 17, 562–576.10.1080/13664530.2013.849613
   Google Scholar
• Brunetti, G. (2006). Resilience under fire: Perspectives on the work of experienced, inner city high school teachers in the United States. Teaching and Teacher Education, 22, 812–825.10.1016/j.tate.2006.04.027
   Web of Science ®Google Scholar
• Bryman, A. (2012). Social Research Methods (4th ed.). Oxford: Oxford University Press.
   Google Scholar
• Carrillo, C., & Baguley, M. (2011). From school teacher to university lecturer: Illuminating the journey from the classroom to the university for two arts educators. Teaching and Teacher Education, 27, 62–72.10.1016/j.tate.2010.07.003
   Web of Science ®Google Scholar
• Claessens, L., van Tartwijk, J., Pennings, H., van der Want, A., Verloop, N., den Brok, P., & Wubbels, T. (2016). Beginning and experienced secondary school teachers’ self- and student schema in positive and problematic teacher-student relationships. Teaching and Teacher Education, 55, 88–99.10.1016/j.tate.2015.12.006
   Web of Science ®Google Scholar
• Cohen, R.M. (2009). What it takes to stick it out: Two veteran inner-city teachers after 25 years. Teachers and Teaching: Theory and Practice, 15, 471–491.10.1080/13540600903057252
   Web of Science ®Google Scholar
• Conway, P. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17, 89–106.10.1016/S0742-051X(00)00040-8
   Web of Science ®Google Scholar
• Creswell, J. W. (1997). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage.
   Google Scholar
• Day, C. (2002). School reform and transitions in teacher professionalism and identity. International Journal of Educational Research, 37, 677–692.10.1016/S0883-0355(03)00065-X
   Google Scholar
• Day, C. (2011). Pasión por enseñar. La identidad personal y profesional del docente y sus valores. Madrid: Narcea.
   Google Scholar
• Day, C., & Gu, Q. (2009). Veteran teachers: Commitment, resilience and quality retention. Teachers and Teaching: Theory and Practice, 15, 441–457.10.1080/13540600903057211
   Web of Science ®Google Scholar
• Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: Stable and instable identities. British Educational Research Journal, 32, 601–616.10.1080/01411920600775316
   Web of Science ®Google Scholar
• Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in teachers’ work, lives and effectiveness (VITAE). London: Department for Education and Skills.
   Google Scholar
• Deglau, D., & O’Sullivan, M. (2006). The effects of a long-term professional development program on the beliefs and practice of experienced teachers. Journal of Teaching in Physical Education, 25, 379–396.10.1123/jtpe.25.4.379
   Web of Science ®Google Scholar
• Eilam, B. (2009). The secrets of successful veteran biology teachers: Metaphors of evolution, regeneration, and adaptation. Teachers and Teaching: Theory and Practice, 15, 493–513.10.1080/13540600903057260
   Web of Science ®Google Scholar
• Erlandson, D. A., Harris, E. L., Skipper, B. L., & Allen, S. D. (1993). Doing naturalistic inquiry. A guide to methods. London: Sage.
   Google Scholar
• Flint, A. S., Zisook, K., & Fisher, T. R. (2011). Not a one-shot deal: Generative professional development among experienced teachers. Teaching and Teacher Education, 27, 1163–1169.10.1016/j.tate.2011.05.009
   Web of Science ®Google Scholar
• Flores, M.A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multiperspective study. Teaching and Teacher Education, 22, 219–232.10.1016/j.tate.2005.09.002
   Web of Science ®Google Scholar
• Goodson, I., Moore, S., & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degenaration of teachers’ missions, memory, and meaning. Educational Administration Quarterly, 42, 42–61.10.1177/0013161X05278180
   Web of Science ®Google Scholar
• Gu, Q., & Day, C. (2007). Teacher’s resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302–1316.10.1016/j.tate.2006.06.006
   Web of Science ®Google Scholar
• Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835–854.10.1016/S0742-051X(98)00025-0
   Web of Science ®Google Scholar
• Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21, 967–983.10.1016/j.tate.2005.06.007
   Web of Science ®Google Scholar
• Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530–1543.10.1016/j.tate.2010.06.003
   Web of Science ®Google Scholar
• Huberman, M. (1993). The lives of teachers. New York, NY: Teachers College Press.
   Google Scholar
• Huberman, A. B., & Miles, M. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 228–244). Thousand Oaks, CA: Sage.
   Google Scholar
• Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534.
   Web of Science ®Google Scholar
• Knowles, G. J. (1992). Models for understanding pre-service and beginning teachers’ biographies: Illustrations from case studies. In I. F. Goodson (Ed.), Studying teachers’ lives (pp. 99–152). London: Routledge.10.4324/9780203415177
   Google Scholar
• Levine, T. H. (2011). Experienced teachers and school reform: Exploring how two different professional communities facilitated and complicated change. Improving Schools, 14, 30–47.10.1177/1365480211398233
   Google Scholar
• Lieberman, A., & Pointer Mace, D. H. (2009). The role of ‘accomplished teachers’ in professional learning communities: Uncovering practice and enabling leadership. Teachers and Teaching: Theory and Practice, 15, 459–470.10.1080/13540600903057237
   Web of Science ®Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
   Google Scholar
• MacLure, M. (1993). Arguing for yourself: Identity as an organizing principle in teachers’ jobs and lives. British Educational Research Journal, 19, 311–322.10.1080/0141192930190401
   Google Scholar
• Margolis, J. (2008). What will keep today’s teachers teaching? Looking for a hook as a new career cycle emerges. Teachers College Record, 110, 160–194.
   Web of Science ®Google Scholar
• McIntyre, J. (2010). Why they sat still: The ideas and values of long-serving teachers in challenging inner-city schools in England. Teachers and Teaching: Theory and Practice, 16, 595–614.10.1080/13540602.2010.507968
   Web of Science ®Google Scholar
• Meister, D. G., & Ahrens, P. (2011). Resisting plateauing: Four veteran teachers’ stories. Teaching and Teacher Education, 27, 770–778.10.1016/j.tate.2011.01.002
   Web of Science ®Google Scholar
• Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26, 293–306.10.1080/0305764960260301
   Google Scholar
• OECD [Organization for Economic Cooperation and Development] (2005). Teachers matter: Attracting, developing and retaining effective teachers. Paris: OECD.
   Google Scholar
• Orlando, J. (2014). Veteran teachers and technology: Change fatigue and knowledge insecurity influence practice. Teachers and Teaching: Theory and Practice, 20, 427–439.10.1080/13540602.2014.881644
   Web of Science ®Google Scholar
• Pillen, M. T., Den Brok, P. J., & Beijaard, D. (2013). Profiles and change in beginning teachers’ professional identity tensions. Teaching and Teacher Education, 34, 86–97.10.1016/j.tate.2013.04.003
   Web of Science ®Google Scholar
• Ponte, E., & Twomey, S. (2014). Veteran teachers mentoring in training: Negotiating issues of power, vulnerability and professional development. Journal of Education for Teaching, 40, 20–33.10.1080/02607476.2013.864015
   Web of Science ®Google Scholar
• Roberts, L. (2000). Shifting identities: An investigation into student and novice teachers’ evolving professional identity. Journal of Education for Teaching, 26(2), 185–186.10.1080/02607470050127108
   Google Scholar
• Ryan, G. W., & Bernard, H. R. (2000). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.). (pp. 769–802). Thousand Oaks, CA: Sage.
   Google Scholar
• Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16, 149–161.10.1080/02680930116819
   Web of Science ®Google Scholar
• Santoro, N., Pietsch, M., & Borg, T. (2012). The passion of teaching: Learning from an older generation of teachers. Journal of Education for Teaching, 38, 585–595.
   Web of Science ®Google Scholar
• Sugrue, C. (1997). Student teachers’ lay theories and teaching identities: Their implications for professional development. European Journal of Teacher Education, 20(3), 213–225.10.1080/0261976970200302
   Google Scholar
• Thorburn, M. (2014). ‘It was the best of times, it was the …’: Subject aims and professional identity from the perspective of one veteran male teacher of physical education in Scotland. Teachers and Teaching: Theory and Practice, 20, 440–452.10.1080/13540602.2014.881641
   Web of Science ®Google Scholar
• Van Houtte, M. (2006). Tracking and teacher satisfaction: Role of study culture and trust. Journal of Educational Research, 99, 247–254.10.3200/JOER.99.4.247-256
   Web of Science ®Google Scholar
• Van Maele, D., & Van Houtte, M. (2012). The role of teacher and faculty trust in forming teachers’ job satisfaction: Do years of experience make a difference? Teaching and Teacher Education, 28, 879–889.10.1016/j.tate.2012.04.001
   Web of Science ®Google Scholar
• Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55–65.10.1016/j.tate.2013.01.005
   Web of Science ®Google Scholar
• Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82(3), 293–310.10.1002/(ISSN)1098-237X
   Web of Science ®Google Scholar
• Woods, P., & Jeffrey, B. (2002). The reconstruction of primary teachers’ identities. British Journal of Sociology for Education, 23, 89–106.10.1080/01425690120102872
   Web of Science ®Google Scholar