ABSTRACT

This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not an explicit part of induction programmes. Data were collected in four workshops designed to support beginning teachers in reflecting on personal and contextual aspects that influence (the development of) their professional identity. Based on these reflections, portraits of each teacher were constructed. Five overarching identity themes emerged from these portraits: Classroom management, Students learning, Workload, Collaboration and Standing up for oneself. All themes were visualised into a configuration consisting of personal and contextual aspects, arranged according to three foci: focus on oneself, on students, and on team/organisation. The configurations differ in their magnitude but do justice to the unique and complex nature of each teacher. Constructing configurations is a promising way for understanding what really matters in beginning teachers’ professional identity development and helping them deepen their reflection.

摘要

本研究重点关注 45 名新教师职业身份的复杂性和独特性，这是一个重要的视角，但通常不是入职培训计划的明确部分。数据是在四个研讨会上收集的，旨在支持新教师反思影响其职业身份（发展）的个人和背景方面。根据这些反思，我们构建了每位教师的肖像。这些肖像中出现了五个首要的身份主题：课堂管理、学生学习、工作量、协作和维护自己。所有主题都被可视化为由个人和情境方面组成的配置，并根据三个焦点进行排列：关注自己、关注学生和团队/组织。这些配置的大小不同，但充分体现了每位教师的独特性和复杂性。构建配置是一种很有前途的方法，可以帮助他们理解在开始教师专业身份发展时真正重要的因素，并帮助他们加深反思。