Add to ORKG‘Stories to live by’ pertain to dominant conceptions of teaching and learning in a school and affect a teachers’ professional identity. Developing a professional identity is a key element of beginning teachers’ growth. The current study analyzes the ‘stories to live’ by of 56 early-career teachers by identifying themes that may direct their reflection on the professionals they are and want to become. Stories assigned to certain themes seemed to have more impact on teachers’ professional identity than stories associated with other themes. The round table will present some exemplar stories, highlight the different themes and discuss how peer discussions about ‘stories to live by’ reach deep reflection on beginning teachers’ professional ident...
Aim In the present study, beginning teachers joined identity workshops to support their development ...
This chapter draws upon a larger study on (beginning) teachers and on their experiences of being a t...
This study focuses on the complexity and uniqueness of 45 beginning teachers' professional identity,...
Developing a professional identity is a key element of the transition into the teaching profession. ...
Identity transformation from teacher to teacher educator is problematic as an ‘expert become novice’...
This narrative inquiry began with queries into the identity-making experiences of two teachers, Anna...
Learning to be a teacher is a complex and multi-faceted process associated with building a realistic...
This paper explores early-career teachers' perceptions of their professional identities, and factors...
Developing a strong sense of a professional identity as a teacher may be crucial to the well-being o...
Teacher professional identity is conceptualized in this chapter as a complex configuration of person...
In this study we explored what kind of identity dilemmas beginning teachers experience and how these...
This study reports on how student teachers learn in the workplace. Data from 10 student teachers wer...
Research says that at least twenty percent of new teachers leave the teaching profession within five...
This paper examines how early career teachers cope with or manage the challenges that they experienc...
Aim In the present study, beginning teachers joined identity workshops to support their development ...
Aim In the present study, beginning teachers joined identity workshops to support their development ...
This chapter draws upon a larger study on (beginning) teachers and on their experiences of being a t...
This study focuses on the complexity and uniqueness of 45 beginning teachers' professional identity,...
Developing a professional identity is a key element of the transition into the teaching profession. ...
Identity transformation from teacher to teacher educator is problematic as an ‘expert become novice’...
This narrative inquiry began with queries into the identity-making experiences of two teachers, Anna...
Learning to be a teacher is a complex and multi-faceted process associated with building a realistic...
This paper explores early-career teachers' perceptions of their professional identities, and factors...
Developing a strong sense of a professional identity as a teacher may be crucial to the well-being o...
Teacher professional identity is conceptualized in this chapter as a complex configuration of person...
In this study we explored what kind of identity dilemmas beginning teachers experience and how these...
This study reports on how student teachers learn in the workplace. Data from 10 student teachers wer...
Research says that at least twenty percent of new teachers leave the teaching profession within five...
This paper examines how early career teachers cope with or manage the challenges that they experienc...
Aim In the present study, beginning teachers joined identity workshops to support their development ...
Aim In the present study, beginning teachers joined identity workshops to support their development ...
This chapter draws upon a larger study on (beginning) teachers and on their experiences of being a t...
This study focuses on the complexity and uniqueness of 45 beginning teachers' professional identity,...