Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work |
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| Institution: | 1. University of Arizona, Center for English as a Second Language, 1100 E James E Rogers Way, Tucson, AZ 85721, United States;2. University of Arizona, Department of English, English Applied Linguistics, 1423 E University Blvd, Room 428, Tucson, AZ 85721, United States;3. University of Arizona, Second Language Acquisition and Teaching Program, 1423 E University Blvd, Tucson, AZ 85721, United States;1. School of Humanities, Tianjin University of Finance and Economics, Tianjin, China;2. Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong, China |
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| Abstract: | 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. |
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