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Postcards from the edge: developing a professional identity for trainee teachers in English education

Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Open access

Abstract

Following the de-regulation of teaching in post-compulsory education in England (DBIUS, 2012), the requirement for teachers to be qualified was removed and subsequently the numbers of trainees who studied to gain a qualification, whilst working ‘in-service’ began to reduce. At the same time a new group of trainees emerged; those undergoing ‘pre-service’ training based on a full-time programme where teaching practice was gained on a practical placement. As ‘outsiders’ within their settings these trainees did not always experience the same level of support as their in-service colleagues. Whilst being introduced to a community of practice (CoP) through their teaching placement, they were very much on the edge of the community and it is only through ‘legitimate peripheral participation’ (Lave and Wenger, 1991) that they begin to develop professional identities as teachers. In 2020, this situation was further complicated by the Covid 19 pandemic which meant that more teaching has taken place online and the usual opportunities for interaction with colleagues were removed. Using focus groups with pre-service trainees and written reflections from teachers who trained during the height of the pandemic, this research highlights obstacles to developing a professional identity. The findings show the steps taken to navigate the journey from trainee to fully-fledged teacher.

Publication Information

Output type

Research Output: Chapter in Book/Report/Conference proceeding Chapter Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 185-202

Publication milestones

  • Published - 26/01/2024

Publication status

Published - 26/01/2024

Publisher

Universidade do Algarve Editora

ISBN (Print)

9789899127845

ISBN (Electronic)

9789899127852

Publication IDs

  • handle.net: 10547/626141

Host publication title

Adult education in times of crisis and change: perspectives on access, learning careers and identities

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