Identity formation among novice academic teachers - a longitudinal study
Bibliographic Data
| ID | 4096841 |
|---|---|
| Authors | Nahum Mclean (0000-0002-8718-0870, The London School of Economics and Political Science, London, UK, corresponding author), Linda Price (0000-0001-5291-0469, Kingston University) |
| Year | 2019 |
| Volume | 44 |
| Issue | 6 |
| Pages | 990-1003 |
| Publication date | 2019-06-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079.2017.1405254 |
| OpenAlex | W2775619669 |
| Language | EN |
| Citations received | 13 |
| References cited | 31 |
This study reports findings from an in-depth, longitudinal investigation of the formation of 13 novice tutors’ professional identities as academic teachers. The study spanned tutors’ first two years in-service, while they were also participating in a teacher development course. Discourse was analysed across 65 time-series coursework texts, completed as part of the tutors’ reflection on their teaching practice. The analysis captured the use of explicit identity positioning cues by tutors across the texts. Four discreet identity positions were catalogued: academic insider, class teacher, teaching course participant and young academic. The study illustrates how these tutors developed more complex identity narratives with enriched coherence over time as they reported negotiating challenges and dissonance between initial expectations and actual teaching experiences. This finding offers explanatory support for previous research regarding the value of longer term teacher development programmes and illuminates existing theoretical models with practitioner perspectives
Cognitive dissonance · Coursework · Higher education · Insider · Longitudinal study · Mathematics education · Narrative · Pedagogy · Rowan · Teacher education · TUTOR · Educator Training and Historical Pedagogy · Psychology · Reflective Practices in Education · Social Psychology · Teacher Education and Leadership Studies
Young teachers' professional identity in the conditions of social, labor, and digital transformation of Russian society
Seeking and Keeping a Music Education Position at a Doctoral-Granting Institution
Early career researchers' identity
Revisiting Goffman’s impression management
Identifying the type of transition experienced by newly qualified physics teachers entering the workplace
Innovating learning and teaching in higher education
Identity work in conservative political discourse
Persuasion, positioning and issue framing
An Eight-Year Longitudinal Study of an English Language Arts Teacher’s Developmental Path through Multiple Contexts
Social work graduates’ professional socialisation and identity
Dilemmas in professional code-switching for teacher educators in higher education
Exploring teacher identity tensions and coping strategies in a comparative case study of primary school teachers’ narratives
You're thrown in the deep end
Discourse and Identity
Discourse Analysis as Theory and Method
The Impact Of Training Of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students
Measuring Teachers' Repertoire of Teaching Methods
Exploring the postmodern
Exploring the postmodern
Growing and Developing as a University Teacher--Variation in Meaning
The effect of pedagogical training on teaching in higher education
The new neoliberal subjects? Young/er academics’ constructions of professional identity
Academic identities under threat
Theorising the mundane
Different places, different specialisms
Using thematic analysis in psychology
Sleepless in academia
Knowledge and Teaching
Positioning
Teaching and Learning in their Disciplinary Contexts
Department-level Cultures and the Improvement of Learning and Teaching
How professors develop as teachers
The differential impact of UK accredited teaching development programmes on academics' approaches to teaching
Forging identities
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,6 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |