This qualitative study investigates the processes by which science and math teachers in high-need, urban schools develop a sense of professional identity, agency, and group membership in the context of instructional reform. Focusing on the experiences of two teachers, the paper explores both obstacles and affordances that teachers encounter when attempting to alter their instruction as part of school-wide initiatives to increase use of inquiry and cooperative learning. Findings included the potential for self-talk to contribute to an internal solidarity that can foster the maintenance of positive teacher identities in spite of challenges that emerge when implementing new lessons. However, teacher self-talk was partly shaped by the schools’ procedures related to reform implementation. The results suggest that school approaches that promote teacher autonomy accompanied by support may help to center self-talk on motivational planning, which can increase confidence, sense of belonging, and reform-minded identities. In contrast, scripted and regimented approaches to reform may detach teachers from their sense of agency in the classroom, contributing to self-blame and disidentification with the instructional practices. Overall, the results of this study support the ways in which self-talk can be a mediating factor between structure, agency, and identity for early career teachers developing their practices, enabling them to make sense of their conditions and construct possibilities for action within them.

这项定性研究调查了在教学改革背景下城市急需的科学和数学教师发展职业认同感，代理人和团体成员感的过程。本文着眼于两位老师的经验，探讨了教师在尝试改变其教学方式时遇到的障碍和负担，这是学校范围内增加探究和合作学习活动的举措的一部分。调查结果包括自我对话有可能促进内部团结，尽管实施新课程时会出现挑战，但这种团结可以促进维持积极的教师身份。但是，教师自言自语部分地受到学校与改革实施有关的程序的影响。结果表明，在教师支持下促进教师自主权的学校方法可能有助于将自我讨论集中在动机计划上，从而可以增加自信心，归属感和改革思维。相反，采用脚本化和有条理的改革方法可能会使教师脱离课堂上的代理意识，从而导致自责和对教学实践的不认同。总体而言，这项研究的结果支持自我对话可以成为早期职业教师发展其实践的结构，代理和身份之间的中介因素的方式，使他们能够了解自己的状况并为他们内部的行动构筑可能性。归属感和具有改革意识的身份。相反，采用脚本化和有条理的改革方法可能会使教师脱离课堂上的代理意识，从而导致自责和对教学实践的不认同。总体而言，这项研究的结果支持了自我对话可以成为早期职业教师发展其实践的结构，代理和身份之间的中介因素的方式，使他们能够了解自己的状况并为他们内部的行动构筑可能性。归属感和具有改革意识的身份。相反，采用脚本化和有条理的改革方法可能会使教师脱离课堂上的代理意识，从而导致自责和对教学实践的不认同。总体而言，这项研究的结果支持了自我对话可以成为早期职业教师发展其实践的结构，代理和身份之间的中介因素的方式，使他们能够了解自己的状况并为他们内部的行动构筑可能性。