Circumventing erosion of professional learner identity development among beginning teachers

Larsen, Ellen ORCID: https://orcid.org/0000-0002-4293-2485 and Allen, Jeanne Maree (2021) Circumventing erosion of professional learner identity development among beginning teachers. Teaching Education. pp. 1-17. ISSN 1047-6210


Abstract

Similar to many other OECD countries, contemporary policy approaches to teacher professional learning in Australia are tied to the standardisation of the profession and characterised by compliance and performativity regimes of teacher participation in prescribed modes, types and quanta of professional learning. In this paper, we argue that such models fail to effectively support early career teachers’ engagement and growth in professional learning and erode the possibility of positive professional learner identity development. Through the lens of identity construction and attribution theory, we report on the ways 16 beginning teachers positioned themselves as professional learners while working in diverse school contexts across one large Australian educational jurisdiction. Findings from the analysis of semi-structured interviews highlight how important balanced and measured attributions of causality are to professional learner identity development. Implications for policy and practice are discussed.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 02 Feb 2022 23:38
Last Modified: 07 Feb 2022 04:41
Uncontrolled Keywords: Professional learning; teacher identity; beginning teachers attribution theory
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Fields of Research (2020): 39 EDUCATION > 3902 Education policy, sociology and philosophy > 390201 Education policy
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3903 Education systems > 390305 Professional education and training
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9304 School/Institution > 930403 School/Institution Policies and Development
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
16 EDUCATION AND TRAINING > 1601 Learner and learning > 160104 Professional development and adult education
16 EDUCATION AND TRAINING > 1602 Schools and learning environments > 160205 Policies and development
Identification Number or DOI: https://doi.org/10.1080/10476210.2021.2011193
URI: http://eprints.usq.edu.au/id/eprint/45712

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