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The accommodation of contested identities: The impact of participation in a practice-based Masters Programme on Beginning Teachers’ professional identity and sense of agency.

Connolly, Mark, Hadfield, Mark, Barnes, Yvonne and Snook, James 2018. The accommodation of contested identities: The impact of participation in a practice-based Masters Programme on Beginning Teachers’ professional identity and sense of agency. Teaching and Teacher Education 71 , pp. 241-250. 10.1016/j.tate.2018.01.010
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Abstract

Abstract Teachers’ professional training and development has been the focus of intense academic and political debate. This paper contributes to this by considering Beginning Teachers’ (BTs’) self-views of their professional identity. The findings are derived from a mixed methods study with questionnaires (n=886) and focus groups and interviews (n= 60) with BTs in Wales. Drawing on a socio-cultural approach, the findings illustrate how BTs’ integration of competing professional identities bolstered their sense of professional agency. These findings have salience within a policy context where both teacher education and professional development are increasingly aligned with the narrow organizational objectives of the school. Keywords: teacher professionalism; sociology of professions; socio-cultural theory; Beginning Teachers; professional development; professional identity; teacher agency.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Publisher: Elsevier
ISSN: 0742-051X
Last Modified: 25 Apr 2018 22:09
URI: http://orca.cf.ac.uk/id/eprint/109331

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