Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development
Abstract
This longitudinal qualitative inquiry delves into the experiences of three novice teachers in the United States. Over the first four years of their teaching career, participants were interviewed multiple times, during which they created artifacts to capture the complex and emotional aspects of their experiences. The researchers utilized thematic analysis and restorying to illuminate the participants’ professional identity development and career trajectories. The findings underscore the realities of entering the teaching profession during a global teacher shortage and the tensions and vulnerability inherent in teacher identity development. The insights gleaned from these novice teachers provide fresh perspectives for educators, policymakers, and teacher educators to reimagine support systems to better sustain teachers in the profession.
Department(s)
School of Teaching, Learning and Developmental Science
Document Type
Article
DOI
10.3390/educsci14080895
Keywords
mentor, narratives, teacher identity development, teacher retention
Publication Date
8-1-2024
Recommended Citation
Davis, Tammi R.; Sydnor, Jackie; and Daley, Sharon, "Learning from the Unexpected Journeys of Novice Teachers’ Professional Identity Development" (2024). Faculty Scholarship. 337.
https://bearworks.missouristate.edu/articles00/337
Journal Title
Education Sciences
