Identity learning of beginning teachers

Identity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogueIdentity learning, or the construction of a positive, realistic professional identity is crucial in growing as a teacher. Identity learning may be supported by 'identity work' as part of professional development programs for beginning teachers. This article unravel themes in identity learning. 21 Beginning teachers analyzed their professional identity during 'identity work' organized in identity workshops. At the start of the workshops, the beginning teachers described the meaning of professional identity. At finishing the workshop series, small-group identity discussions were conducted. Both before and after the workshops, three themes in identity learning were distinguished: interaction, professional image and being authentic. Each theme was explained by diverse quotes of the teachers. In general, teachers perceived the relation with their pupils as a major change in their professional identity. Also, at the end, they judged the bound with their pupils to be more important than they did at the start. Each identity discussion was unique; and illustrations of identity learning were diverse. This diversity implies that 'identity work' should be designed in a personalized way including dialogue.