Using possible-selves theory to understand the identity development of new teachers

The process of becoming a teacher involves retrospective and future-oriented activities.

“It has been suggested that the process of becoming a teacher involves retrospective and future-oriented activities (Avraamidou 2019; Carrier, Whitehead, Walkowiak, Luginbuhl and Thomson 2017; Hamman, Gosselin, Romano and Bunuan 2010; Lutovac and Kaasila 2014; Pellikka, Lutovac and Kaasila 2018).”

Possible selves function as incentives for individual behaviour and guide the actions individuals take, as well as self-regulation.

“For this reason, possible selves' function as incentives for individual behaviour and guide the actions individuals take (Cross and Markus 1991; Markus and Nurius 1986), as well as self-regulation (Hamman et al. 2010; Hamman et al. 2013b).”

PSTs' hopes and fears for future science teaching can shape their teaching.

“Furthermore, to create a realistic, yet positive teacher identity in the context of science teaching, PSTs should also become aware of their identity goals, such as their hopes and fears for future science teaching as these can shape their teaching (Hamman et al. 2010; Hong and Greene 2011; Lutovac and Kaasila 2014; Markus and Nurius 1986).”

During the interviews, participants were not directly asked about their possible selves; instead, they were encouraged to tell about their beliefs and experiences, also regarding their future, as freely as they wanted.

“During the interviews, participants were not directly asked about their possible selves; instead, they were encouraged to tell about their beliefs and experiences, also regarding their future, as freely as they wanted (cf. Hamman et al. 2010; Markus and Nurius 1986; Oyserman et al. 2004).”