ABSTRACT This longitudinal study of trainee teachers in post-compulsory education and training was conducted over an 18-month period and explores the interplay between identity and self-esteem in trainees’ professional development. The study contributes to the developing body of work on trainee teachers’ professional identities and serves to offer new insights on the interplay between their identity and self-esteem in the context of post-compulsory education and training. The study draws on a variety of data collected in three phases, including narratives prompted by graphical elicitation and semi structured interviews. It explores the development of trainee teachers during their teacher education course and into their first year of employment, post-qualification. Findings show that the interplay between identity and self-esteem is complex, shifting and overlapping. The way that trainees are shaped by this, leads to differences in their sense of belonging, professional competency and sense of self as a teacher.

中文翻译：

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归属，成为，拥有：义务教育和培训后实习教师的身份与自尊之间的相互作用

摘要这项为期18个月的义务教育和培训学员的纵向研究是在18个月的时间内进行的，探讨了身份和自尊之间在学员职业发展中的相互作用。该研究有助于培训教师职业身份的发展，并为在义务教育和培训之后的身份和自尊之间的相互作用提供新的见解。这项研究利用了三个阶段收集的各种数据，包括由图形化启发和半结构化访谈引起的叙述。它探讨了受训教师在其教师教育课程中以及入职第一年（即资格后）的发展。研究结果表明，身份与自尊之间的相互作用非常复杂，移动和重叠。受训者由此形成的方式导致他们的归属感，专业能力和作为老师的自我意识上的差异。