Abstract
Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n= 221) were analyzed revealing four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism). Differences between student and beginning inservice teachers suggest a transitional trajectory that could have implications for understanding the " how" of teacher identity development. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development.
Original language | English |
---|---|
Pages (from-to) | 1349-1361 |
Number of pages | 13 |
Journal | Teaching and Teacher Education |
Volume | 26 |
Issue number | 7 |
DOIs | |
State | Published - Oct 2010 |
Keywords
- Possible-selves theory
- Teacher development
- Teacher identity
- Teacher preparation
- Teacher resilience