ABSTRACT

This study follows a cohort of early career teachers who graduated from the same teacher education program into their second year of teaching to analyze how their professional identity (hereafter PI) developed after entering the profession. In a previous phase of this research, graduates were interviewed as they completed the degree; those graduates seemed to have a strong sense of PI and were optimistic about their careers (Nickel & Zimmer, 2019 Nickel, J., & Zimmer, J. (2019). Professional identity in graduating teacher candidates. Teaching Education, 30(2), 145–159. doi: 10.1080/10476210.2018.1454898[Taylor & Francis Online], [Web of Science ®] , [Google Scholar]). The research literature suggests that entering the teaching profession provokes many tensions for new teachers; while these tensions may foster learning, unresolved tensions may prompt teachers to leave the profession. This study explores how the ideals of these new teachers persisted or changed in the first two years of teaching, strengths and growth areas in meeting those ideals, and tensions and supports that were impactful.

摘要

这项研究跟踪了一批从同一教师教育计划毕业的早期职业教师进入第二年的教学，以分析他们在进入该行业后的专业身份（以下简称 PI）如何发展。在本研究的前一个阶段，毕业生在完成学位时接受了采访；这些毕业生似乎有强烈的 PI 意识，并对自己的职业生涯持乐观态度（Nickel & Zimmer，2019 Nickel, J.和Zimmer, J.（2019 年）。应届教师候选人的专业身份。教学教育, 30(2), 145 – 159。doi: 10.1080/10476210.2018.1454898 [Taylor & Francis Online], [Web of Science ®]  , [Google Scholar]）。研究文献表明，进入教师行业会给新教师带来许多压力；虽然这些紧张局势可能会促进学习，但未解决的紧张局势可能会促使教师离开这个行业。本研究探讨了这些新教师的理想在教学的前两年是如何坚持或改变的，在满足这些理想方面的优势和成长领域，以及产生影响的紧张局势和支持。