Title: | Impact of early career teachers' professional identity tensions |
Author(s): | Wal, M. van der ; Oolbekkink, H. ; Schaap, H. ; Meijer, P.C. |
Publication year: | 2019 |
Source: | Teaching and Teacher Education, vol. 80, (2019), pp. 59-70 |
Number of Pages: | 12 p. |
ISSN: | 0742-051X |
DOI: | https://doi.org/10.1016/j.tate.2019.01.001 |
Publication type: | Article / Letter to editor |
Please use this identifier to cite or link to this item : https://hdl.handle.net/20.500.12470/1639 ![]() |
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Lectorate : | Naar een Meervoudige Professionaliteit van Leraren |
Journal title : | Teaching and Teacher Education |
Volume : | vol. 80 |
Page start : | p.59 |
Page end : | p.70 |
Abstract: |
This study gains insight into impact of professional identity tensions in terms of affective appraisal and behavioral response. Data consisted of 126 semi-structured reflective journals from early career teachers collected during one school year. Affective appraisals were 'low' (no impact on daily functioning, short occurrence), 'moderate' (reasonable impact for a couple of days) or 'high' (negative impact on work and private life, leading to personal doubts, long occurrence). Behavioral responses occurred as reflection, help seeking, support seeking, and directive actions. High affective appraisals occurred often in combination with reflection, while low and moderate affective appraisals often occurred with directive actions. This study concludes that impact is multidimensional and therefore, all tensions can be of significant importance for teacher induction programs. (C) 2019 Elsevier Ltd. All rights reserved.
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