Abstract Teachers working with younger pupils in schools often teach their pupils multiple subjects; therefore, the relationship that the individual teacher has with each subject area is likely to be significant. This paper reports on research which focused on the relationship that a sample of primary teachers working in England, has with geography. The research explored the individuals’ unique geographical stories using a phenomenological methodology in order to gain insight into the relationship between the teachers’ subject-specific identity and their overall identity as teachers. This paper outlines the research findings which indicate that the teachers surveyed have a fused identity, whereby they consider their subject-specific and generic pedagogy to be complimentary facets and not mutually exclusive.

中文翻译：

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融合身份：小学教师地理身份探索

摘要 在学校与低年级学生一起工作的教师经常教他们的学生多门学科；因此，个别教师与每个学科领域的关系可能很重要。本文报告的研究重点是在英格兰工作的小学教师样本与地理之间的关系。该研究使用现象学方法探索个体独特的地理故事，以深入了解教师的特定学科身份与其作为教师的整体身份之间的关系。本文概述了研究结果，表明接受调查的教师具有融合的身份，他们认为他们的特定学科和通用教学法是互补的，而不是相互排斥的。