Teacher possible selves: How thinking about the future contributes to the formation of professional identity.

Douglas Hamman, Fanni Coward, Leah Johnson, Matthew Lambert, Li Zhou, John Indiatsi

Research output: Contribution to journalArticlepeer-review

Abstract

Researchers see the value of future-oriented thinking for teacher development. In this study, ten teacher candidates (Elementary =1; Middle-level = 2; Secondary = 6; All-level = 1) from a large university in the southwestern United States were interviewed about their teacher “possible selves,” and the regulative role these had on learning-to-teach behaviors. We found that all participants regulated behaviors through the use of strategies; used future thinking to gather information about progress; and derived incentive about themselves as teachers. We also found that for many participants possible selves changed, in a relatively short period of time, in response to reflection, mentors and experiences. This work contributes to a growing body of evidence concerning the usefulness of teacher identity in thinking about teacher development.
Original languageEnglish
Pages (from-to)307-336
JournalSelf and Identity
StatePublished - Apr 2013

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