Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher

Professional identity tensions of beginning teachers

“…For the conceptualisation of professional identity researchers, for instance, draw on a psychological perspective (e.g., Akkerman & Meijer, 2011), a socialpsychological perspective (e.g., Vähäsantanen, Hökka, Eteläpelto, RaskuPuttonen, & Littleton, 2008), a sociocultural approach (e.g., Lasky, 2005), social theory and philosophy (e.g., Coldron & Smith, 1999), or a hermeneutic phenomenological perspective (Volkmann & Anderson, 1998). In addition, professional identity is viewed from a specific methodological perspective, under which a narrative perspective (e.g., Alsup, 2006;Atkinson, 2004;Cohen, 2008;Olsen 2008;Sutherland, Howard, & Markauskaite, 2010).…”

“…From the same study of Alsup, it can be concluded that not all experiences of tension have positive consequences. Three of the six pre-service teachers involved in her study left the teaching profession, because the personal and the professional were so distinct for them that their tensions were too heavy to negotiate (see also Olsen, 2010;Smagorinsky et al, 2004;Volkmann & Anderson, 1998). It is expected that professional identity tensions may become problematic if they have severe (emotional) consequences for beginning teachers' learning and functioning, or if beginning teachers do not know how to cope with their tensions.…”

Complex dilemmas of identity and practice

“…As a result, the multiple identities of teachers and the contingencies of the classroom have the potential to create teaching dilemmas. Teaching dilemmas are conflicts in which there are multiple, equally viable and often unattractive alternatives (Lampert, 1985;Volkman & Anderson, 1998). Teachers often manage dilemmas, rather than solving them because choosing one side over the other leaves the teacher conflicted and as their own antagonist (Lampert, 1985).…”

“…Teachers often manage dilemmas, rather than solving them because choosing one side over the other leaves the teacher conflicted and as their own antagonist (Lampert, 1985). Volkman and Anderson (1998) also point out that dilemmas arise when one's different identities suggest contradictory solution paths. Their study of a first year chemistry teacher details the conflicts that emerged for the teacher as she attempted to integrate her professional identity with her personal identity.…”

“…Their study of a first year chemistry teacher details the conflicts that emerged for the teacher as she attempted to integrate her professional identity with her personal identity. Common teaching dilemmas revolve around classroom management, beliefs about learning, beliefs about the nature of science, and one's confidence in the science content being taught, and other people's and institutional expectations (Volkman & Anderson, 1998;Walker, 1991). In this study we identify teaching dilemmas that our veteran teachers encounter, and use the construct of identity to illuminate how they navigate these dilemmas.…”