Rushton, Elizabeth;
Gibbons, Simon;
Brock, Richard;
Cao, Ye;
Finesilver, Carla;
Jones, Jane;
Manning, Alex;
... Towers, Emma; + view all
(2023)
Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England.
European Journal of Teacher Education
10.1080/02619768.2023.2175663.
(In press).
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Abstract
Since early 2020, COVID-19 has had a substantial impact on teacher education. We consider novel aspects of how pre-service teachers have collaboratively developed their professional identities during the pandemic. Drawing on findings from forty-five interviews with pre-service high school teachers working in England during September 2020 – June 2021, we share how collaborative identity development was central and occurred in a variety of spaces, communities and modes. Collaborative identity development featured in how pre-service teachers saw themselves making a positive contribution to society through education and, in strong subject connections. Reflection that is collaborative, personalised, iterative, and separate from notions of formal progression enables positive identity work. Notions of identity are absent from international policy initiatives in ITE (Initial Teacher Education). This case study provides insights for policy makers in and beyond England who aim to support teachers at the beginning of their career so that they are retained.
| Type: | Article |
|---|---|
| Title: | Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/02619768.2023.2175663 |
| Publisher version: | https://doi.org/10.1080/02619768.2023.2175663 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Teacher identity, collaborative identity development, pre-service teachers, global pandemic, teacher retention |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10167582 |
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