Abstract
Researchers have reached a consensus that teacher identity plays an essential role in the formation of teachers’ beliefs and commitment to their profession, as it manifests itself in their motivation, efficacy and commitment. The initial year of employment, for novice teachers, is not only a challenging period during which they are gradually constructing their teacher identities, but also a critical juncture that may influence or determine their future professional development as teachers.A significant body of literature currently addresses the development of novice teachers and how professional learning communities can impact teachers’ professional development. However, there is a dearth of research that examines how individual novice teachers learn and grow within these communities, thereby constructing their professional identities. Consequently, this paper seeks to address the gap in the literature by exploring how novice teachers construct their professional identities through teacher learning within communities, both in structured teacher activities and in their more common daily work lives. The role of the unique teaching and research system specific to Chinese teachers in the growth of new teachers will also be explored within this study.
Through a narrative inquiry conducted with six novice teachers working in various schools, this study focuses on their diverse experiences and impacts within the teacher community during their initial years. The research reveals that the process by which these six novice teachers construct their teacher identity is influenced by both social-cultural impacts and their autonomous learning. The teacher community, as a critical environment for new teachers’ learning and growth, not only provides ample professional learning opportunities through training programmes but also operates as a micro-political arena replete with power, relationships, and interests. Not only do new teachers learn to enhance their pedagogical knowledge and skills within the teacher community during their initial years, but they also learn how to achieve personal development through intimate interactions with the community, how to manage interpersonal relationships to achieve their goals, and how to balance the needs of different stakeholders. These two types of learning occur simultaneously and influence an individual teacher’s confidence, commitment, and self-perception.
This study therefore suggests that, in addition to placing hope on schools fostering a democratic and collegial culture that encourages both cooperation and autonomous learning, it is imperative to prepare teachers with a deeper understanding of key concepts related to teacher identity, as well as a better grasp and practice of micropolitical literacy during their undergraduate studies.
| Date of Award | 16 Apr 2025 |
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| Original language | English |
| Awarding Institution |
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| Supervisor | Robert Adamson (Supervisor) & Robert Weekly (Supervisor) |