ABSTRACT

For secondary school teachers, developing a teacher identity is complicated by spoken or implied expectations of the need to be an expert in the skills and knowledge of one’s subject discipline. Since 2009, the Teacher as Practitioner study (N = 764) has explored the effect of continued subject discipline practice on teachers’ identity and retention using a longitudinal mixed-method design. Within the population are 305 responses from initial teacher education graduates classified as early career teachers, those within their first five years of teaching. This sub-sample was used to explore relationships between discipline practice, identity and perceptions of retention in the profession. Analysis of quantitative data showed time spent engaged in practice had a greater effect on expectations of retention and identity than simply aspiring to maintain a discipline practice, while qualitative analysis showed maintaining a practice in a supportive community was also highly valued.

摘要

对于中学教师来说，由于口头或暗示需要成为其学科学科技能和知识方面的专家，因此形成教师身份变得复杂。自 2009 年以来，教师作为从业者学习（N= 764) 使用纵向混合方法设计探讨了持续学科学科实践对教师身份和保留的影响。在人群中，有 305 份来自初级教师教育毕业生的回答，这些毕业生被归类为早期职业教师，他们在教学的前五年内。该子样本用于探索学科实践、身份和职业保留感之间的关系。定量数据分析表明，与仅仅渴望保持学科实践相比，花在实践中的时间对保留和认同的期望有更大的影响，而定性分析表明，在支持性社区中保持实践也受到高度重视。