A novice teacher’s teacher identity construction during the first year of teaching: A case study from a dialogical self perspective

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Abstract

This case study explores one novice teacher's journey during her first year of teaching from the viewpoint of teacher identity. By considering teacher identity from the Dialogical Self Theory (DST) point of view, the study goes deep into the complex phenomenon of the first year of novice teachers. The findings show that struggles at the beginning of the career are rooted in fundamental questions relating to personal matters, not just issues of how to teach effectively or working with young people. Based on the findings, the role of teacher education in preparing student teachers is discussed.
Original languageEnglish
Article number100479
JournalLearning, Culture and Social Interaction
Volume28
Number of pages12
ISSN2210-6561
DOIs
Publication statusPublished - Mar 2021
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

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