Journal
TEACHING AND TEACHER EDUCATION
Volume 30, Issue -, Pages 120-129Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2012.11.002
Keywords
Newly qualified teachers; Professional identity; Narrative identity formation
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Although teachers' first years in the profession are a widely studied field, the factors that would help to understand the difficulty or the ease with which individuals enter full time teaching and construct their professional identity are still little studied. This narrative study approaches the topic by comparing two newly qualified teachers' professional identity formation. The participants' stories display two different experience narratives: a painful and an easy beginning. The findings show the importance of the teachers' initial identities and the storytelling process to their professional identity formation. The study is part of a longitudinal research project in Finland. (C) 2012 Elsevier Ltd. All rights reserved.
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