The Reconstruction of Primary Teachers' Identities

Abstract

Primary teachers have had to reconstruct their identities in response to the reconstruction of the education system. The holism, humanism and vocationalism of the old Plowden self-identity has been challenged by a new assigned social identity signalled in the assault on child-centred philosophy, the diminution of elementary trust, and changes in the teacher role. These challenges have thrown up new dilemmas for teachers, and represent 'fateful moments' in the careers of their identities. In trying to resolve the dilemmas, teachers have engaged in identity work, characterised mainly by identity talk, and a number of emotional and intellectual strategies. The result has been a partitioning of the old Plowden self-identity, with the 'real self' being largely withheld from the new personal identity and the sense of vocationalism being set to one side. The new personal identity in teaching represents a more instrumental and situational outlook, with the substantial self finding more expression elsewhere. Identity work is still in progress and seems set to continue while teachers have to find ways of relating to two or more competing discourses.3

Professionalism and the post‐performative teacher: new teachers reflect on autonomy and accountability in the English school system

“…Whilst some acknowledged the tensions, they were appeared comfortable about the impact on their sense of professionalism. This appears to contrast with the majority of research into teachers' lives in recent decades, which reflect on the impact of the reduction in the professional autonomy of teachers (Goodson & Hargreaves, 1996;Ball, 2000;Woods & Jeffrey, 2002). Whilst some researchers suggest that teachers' professional culture is highly resistant, with adaptive forms of professionalism emerging in response to the demands of performativity (Sachs, 2003), the prevailing view can be characterised as a 'conflict' model, the 'teacher under siege' (Leaton Gray, 2006).…”

“…Some of these (Woods & Jeffrey, 2002;Goodson, 2003) have viewed identity through the lens of modernity (Giddens, 1991), exploring Bauman's notion of 'fractured/contested' social identities, with individuals adopting multiple identities in different aspects of their lives (Bauman, 2004). A recurring theme of many of these studies has been the disempowering impact of the dissonance between the demands of the 'new managerialism' and traditional notions of professional autonomy (Bottery & Wright, 2000;Day et al, 2006).…”

Performativity and primary teacher relations

“…Prior to this development an influential discourse was a humanist one based on a 'set of values centred around holism, person-centredness, and warm and caring relationships' (Woods and Jeffrey, 2002). These values were central to the construction of learning theories, collegial practices and the implementation and maintenance of accountability.…”

“…The performativity discourse prioritised the pursuit of excellence and accountability by focusing on the satisfaction to be gained from the achievement of goals and improvements in performance. It has required primary teachers to face up to radical changes in practice and in some cases to engage in profound self inquiry engendered by perceived changes in the identity of the teacher's working self (Woods and Jeffrey, 2002).…”

“…Its core features were, full and harmonious development of the child, a focus on the individual learner rather than the whole class, an emphasis on activity and discovery, curriculum integration, and environmentally based learning (Sugrue, 1998). They (teachers) place a high priority on feelings in teaching and learning, and on making emotional connections with knowledge and with children (Woods and Jeffrey, 2002).…”