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Cited by 15Teacher Education and Leadership StudiesTeacher Professional Development and MotivationEducation Practices and Challenges

Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England

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Rushton, Elizabeth A.C., Gibbons, Simon, Brock, Richard, Cao, Ye, Finesilver, Carla, Jones, Jane, Manning, Alex, Marshall, Bethan +4 more·2023·European Journal of Teacher Education
DOI 10.1080/02619768.2023.2175663
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Abstract

Since early 2020, COVID-19 has had a substantial impact on teacher education. We consider novel aspects of how pre-service teachers have collaboratively developed their professional identities during the pandemic. Drawing on findings from forty-five interviews with pre-service high school teachers working in England during September 2020 – June 2021, we share how collaborative identity development was central and occurred in a variety of spaces, communities and modes. Collaborative identity development featured in how pre-service teachers saw themselves making a positive contribution to society through education and, in strong subject connections. Reflection that is collaborative, personalised, iterative, and separate from notions of formal progression enables positive identity work. Notions of identity are absent from international policy initiatives in ITE (Initial Teacher Education). This case study provides insights for policy makers in and beyond England who aim to support teachers at the beginning of their career so that they are retained.

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Crossref · 10.1080/02619768.2023.2175663

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  • Teacher identity remains largely absent in discussions and dialogue focused on policy initiatives that respond to persistent challenges such as teacher retention and recruitment.

    “and yet teacher identity remains largely absent in discussions and dialogue focused on policy initiatives that respond to persistent challenges, such as teacher retention and recruitment (Rushton et al., 2023).”

    From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as Rushton et al., 2023

    The Teacher retention section calls professional identity a persistently overlooked part of teacher retention and well-being policies. The Conclusions say identity is largely absent from policy making about teacher professional development in England. The paper does not establish the same point for recruitment policy or policy discussions more generally; no page numbers are available in our copy. (LLM, conf=0.85)

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  • Teacher identity remains largely undervalued in teacher education and educational policy.

    “This may be, in part, because teacher identity remains largely undervalued in teacher education and educational policy (Beijaard et al., 2022;Rushton et al., 2023).”

    From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as Rushton et al., 2023

    The Conclusions (page unavailable) say teacher identity is largely absent from English policy on teacher professional development and describe identity work as under-used. The paper calls for more identity work in initial teacher education, but the cited passages do not establish that teacher identity is largely undervalued in teacher education generally or in educational policy beyond England. (LLM, conf=0.82)

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Cites

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1 of the 44 references couldn’t be matched to a known paper.

Research works printed but not linked: 4

  1. Fox, N. 2008. "Post-positivism." In The SAGE Encyclopaedia of Qualitative Research Methods, edited by L. M. Given, 659-664. Vol. 2. London: Sage.
  2. Manning, A., R. Brock, and E. Towers. 2020. "Responding to Research: An Interview Study of the Teacher Wellbeing Support Being Offered in Ten English Schools." Journal of Social Science Education 19 (2): 75-94.
  3. Olsen, B. 2008. "How Reasons for Entry into the Profession Illuminate Teacher Identity Development." Teacher Education Quarterly 35 (3): 23-40.
  4. Turner, J. C., M. A. Hogg, P. J. Oakes, S. D. Reicher, and M. S. Wetherell. 1987. Rediscovering the Social Group: A Self-Categorization Theory. Cambridge, MA: Blackwell.

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Authors
Rushton, E. A. C., Gibbons, S., Brock, R., Cao, Y., Finesilver, C., Jones, J., Manning, A., Marshall, B., Richardson, C., Steadman, S., Suh, S., & Towers, E.
Affiliations
King's College London (GB)
Corresponding author
Rushton, Elizabeth A.C.
ORCID
Venue
European Journal of Teacher Education
Publisher
Informa UK Limited
Published
2023-03-31
Pages
1-24
ISSN
  • 0261-9768 (ISSN-L)
  • 1469-5928
DOI
10.1080/02619768.2023.2175663
OpenAlex
W4362469115
Cited by
13
References
44
Citations by year
2026: 2 · 2025: 6 · 2024: 3 · 2023: 2
FWCI
9.62
Type
journal article
Language
en
Open access
Licence
Locations
  • European Journal of Teacher Education (publishedVersion, cc-by)
  • Stirling Online Research Repository (University of Stirling) (submittedVersion, cc-by)
  • UCL Discovery (University College London) (submittedVersion, cc-by)
Funders
Economic and Social Research Council (ES/W00/1950/1)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Social Sciences › Arts and Humanities › Philosophy › Education Practices and Challenges
Keywords
teacher identity, pre-service teachers, secondary school teachers, COVID-19 pandemic, initial teacher education, reflective practice, teacher retention, teacher education policy

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