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Cited by 61Teacher Education and Leadership StudiesTeacher Education and AssessmentsTeacher Professional Development and Motivation

Finding an identity and meeting a standard: connecting the conflicting in teacher induction

McNally, Jim, Blake, Allan, Corbin, Brian, Gray, Peter·2008·Journal of Education Policy
DOI 10.1080/02680930801987794
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Abstract

This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy‐derived competence‐based discourse of the professional standard for teachers, and of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualised as personal stories of identity formation with a clear emotional‐relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are central – themes not visible in the standard. The empirical context is that of new teachers in Scotland but the argument is supported through a wider literature that extends beyond the traditional limits of teacher education, drawing on, for example, notions of self‐identity, pure relationship and ontological security in the work of Giddens. Whether a more constructive dialogue can begin depends partly on the extent to which the formal standard can be expected to capture the complex, personal nature of the beginner’s experience, and partly on the possibility of research identifying particular areas of competence, such as understanding difference, that connect in some way to the standard.

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  • In the systematic review, research focused on how different policy contexts and educational reform shaped teachers' identities, including tensions between professional beliefs, values and sense of purpose with policy goals.

    “In the systematic review, research focused on the ways in which different policy contexts and educational reform shaped teachers' identities, including highlighting tensions between professional beliefs, values and sense of purpose with policy goals (Cohen, 2008;Day et al., 2005;McNally et al., 2008).”

    From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as McNally et al., 2008

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Authors
McNally, J., Blake, A., Corbin, B., & Gray, P.
Affiliations
  • University of Stirling (GB)
  • Manchester Metropolitan University (GB)
Corresponding author
McNally, Jim
Venue
Journal of Education Policy
Publisher
Informa UK Limited
Published
2008-05
Volume
23
Issue
3
Pages
287-298
ISSN
  • 0268-0939 (ISSN-L)
  • 1464-5106
DOI
10.1080/02680930801987794
OpenAlex
W2101234789
Cited by
61
References
33
Citations by year
2026: 1 · 2023: 2 · 2021: 2 · 2020: 1 · 2019: 4 · 2018: 5 · 2017: 1 · 2016: 5 · 2015: 6 · 2014: 8 · 2013: 9 · 2012: 5
FWCI
17.30
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Education Policy (publishedVersion)
  • Strathprints: The University of Strathclyde institutional repository (University of Strathclyde) (acceptedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Education and Assessments
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
teacher induction, novice teachers, teacher professional standards, identity construction, teacher identity, Anthony Giddens, ontological security

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