Circumventing erosion of professional learner identity development among beginning teachers

Article

Larsen, Ellen and Allen, Jeanne Maree. 2023. "Circumventing erosion of professional learner identity development among beginning teachers." Teaching Education. 34 (1), pp. 78-94. https://doi.org/10.1080/10476210.2021.2011193
Article Title

Circumventing erosion of professional learner identity development among beginning teachers

ERA Journal ID20752
Article CategoryArticle
AuthorsLarsen, Ellen (Author) and Allen, Jeanne Maree (Author)
Journal TitleTeaching Education
Journal Citation34 (1), pp. 78-94
Number of Pages17
Year2023
Place of PublicationUnited Kingdom
ISSN1047-6210
1470-1286
Digital Object Identifier (DOI)https://doi.org/10.1080/10476210.2021.2011193
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/10476210.2021.2011193
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.

KeywordsProfessional learning; teacher identity; beginning teachers attribution theory
ANZSRC Field of Research 2020390201. Education policy
390307. Teacher education and professional development of educators
390305. Professional education and training
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Byline AffiliationsSchool of Education
Griffith University
Institution of OriginUniversity of Southern Queensland
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