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Cited by 21Teacher Education and Leadership StudiesTeacher Professional Development and MotivationEducational Theory and Curriculum Studies

Performers and postulates: the role of evolving socio-historical contexts in shaping new teacher professional identities

Leonard, Simon N., Roberts, Philip·2014·Critical Studies in Education
DOI 10.1080/17508487.2014.904808
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Abstract

In this article we investigate the generative causes of variation in the professional identity of new teachers. Building on previous work that has shown a link between professional identity and socio-political context, we argue that the context experienced in late adolescence and early adulthood is particularly significant in shaping how beginning teachers think of themselves as teachers. This finding suggests that the linear response to neoliberal education reform described in much of the critical literature may be too simple to account for the range of ways teachers interact with the system. There is, therefore, a need for greater diversity in research approaches to work with the complexity of social systems in and around schools. To support this call for methodological diversity, we borrow the life story model of identity as a theoretical framework and use a computer-assisted phenomenographic analysis technique to find new ways into the research data.

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  • Articles in this review considered the wider context, which becomes embedded into school structures and cultures and has marked effects on developing teacher identities.

    “Articles in this review also considered this wider context, which becomes embedded into the school structures and cultures, and which inevitably has marked effects on developing teacher identities (Assaf, 2008;Attard Tonna & Calleja, 2023;Leonard & Roberts, 2014).”

    From Understanding teacher identity in teachers' professional lives: A systematic review of the literature (2023) · cites this paper as Leonard & Roberts, 2014

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Authors
Leonard, S. N., & Roberts, P.
Affiliations
University of Canberra (AU)
Corresponding author
Leonard, Simon N.
ORCID
Venue
Critical Studies in Education
Publisher
Informa UK Limited
Published
2014-05-14
Volume
55
Issue
3
Pages
303-318
ISSN
  • 0076-6275 (ISSN-L)
  • 1750-8487
  • 1750-8495
DOI
10.1080/17508487.2014.904808
OpenAlex
W2042717298
Cited by
21
References
60
Citations by year
2026: 1 · 2023: 2 · 2022: 2 · 2020: 2 · 2019: 2 · 2018: 3 · 2017: 2 · 2016: 5 · 2015: 2
FWCI
15.43
Type
journal article
Language
en
Open access
closed
Locations
  • Critical Studies in Education (publishedVersion)
  • University of Canberra Research Portal (submittedVersion)
  • Adelaide Research & Scholarship (AR&S) (University of Adelaide) (submittedVersion)
Funders
  • Univerzita Karlova v Praze
  • Charles Sturt University
  • University of Canberra
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
Keywords
teacher identity, novice teachers, socio-historical context, neoliberalism in education, late adolescence, early adulthood, identity construction, methodological pluralism

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