Background and context+ From trainee to Newly Qualified teacher: A qualitative study of the formation of professional identity among early-career primary school teachers in England OLUTION LOGO Louise Jane Coverdale Senior Lecturer Primary Education NQT Lead l.j.coverdale@hud.ac.uk EdD student School Research Conference 2017 Abstract Research Aims Methodology The research will be placed within an interpretivist paradigm An in-depth qualitative study using a multi methods approach Communicates the main focus of the study which relates to the formation of professional identity among primary school teachers Purposive sampling Insider research – challenges and opportunities The poster will outline the progress of the authors’ thesis in critically examining the expectations and orientations to practice of trainee primary school teachers during their final year of Initial Teacher Education and the ways in which the identities of new teachers change from trainee to Newly Qualified Teacher status. There will be several dimensions to the thesis which will be developed in the poster, including the background and context to the study, the identification of the methodology and project design and the selected methods. 1) To critically consider the expectations and orientations to practice of trainee primary school teachers during their final year of Initial Teacher Education (ITE). 2) To investigate the changing nature of teacher identity during the transition from trainee to Newly Qualified Teacher (NQT). 3) To generate new theoretically-informed understandings about the formation of professional identity among NQTs in contemporary primary school settings. Research questions Methods Background and context+ 1) What are the expectations and orientations to practice of trainee primary school teachers during their final year of Initial Teacher Education (ITE)? 2) In what ways do the identities of new teachers change from trainee to Newly Qualified Teacher (NQT) status? 3) How can the understandings regarding the formation of professional identity among NQTs in contemporary primary school settings be theorised? Use of four specific focal points Lesson observations in practice Researcher journal In-depth semi structured interviews with trainees, Newly Qualified Teachers and mentors Reflective diaries Changes in the structure, form and ethos of teacher education in England Performativity culture within a fast moving terrain The Importance of Teaching: The Schools White Paper (DFE, 2010) The Education White Paper 2016: Educational Excellence Everywhere New Ofsted frameworks for schools and ITE 2015 The evolving role of the teacher The changing shape of teacher identity Increase in new providers entering the market e.g. School Direct model Transition from trainee to NQT involves a shift in identity Three main focus areas: 1. The ITE Framework 2. The context of the Newly Qualified Teacher 3. A review of the nature of teacher identity The pilot study Meetings with leaders of chosen settings Permission letters Consent forms to trainees Semi-structured interviews with trainees and mentors Ethics Ethical approval obtained from University via proposal Adherence to the British Educational Research Association (BERA) ethical guidelines 2011 Anonymity of respondents and settings will be assured The role of the ‘gatekeeper’ Links with insider research References Contact Ball, S.J. (2003) The teacher’s soul and the terrors of performativity, Journal of Education Policy, 18:2, 215-228 British Educational Research Association (BERA) (2011) Ethical Guidelines for Educational Research Writing. Available at: www.bera.a.c.ku/publications/ethical-guidleines/good-practice-educational-research-writing-2000 Department for Education (2011): Training our Next Generation of Outstanding Teachers: Implementation Plan Department for Education (2016): Educational Excellence Everywhere Findlay K (2006) Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year, Journal of In-Service Education, 32:4, 511-532 Haggarty, L and Postlethwaite, K (2009) An exploration in thinking in the transition from student teacher to newly qualified teacher, Research Papers in Education, 27:2, 241-262 Ofsted, (2015). Initial teacher education inspection handbook. Reference no: 150033 Ofsted, (2015), The Framework for school inspection, Reference no:120100 Olsen, B (2008), Introducing Teacher Identity and This Volume, Teacher Education Quarterly 1-4 Palmér, H (2016) Professional primary school teacher identity development: a pursuit in line with an unexpressed image, Teacher Development, 20:5, 682-700 Sikes, P and Potts, A (2008): Researching Education from the Inside: Investigations from within. London: Routledge Smith, Robin G (2007) Developing professional identities and knowledge: becoming primary teachers, Teachers and Teaching, 13:4, 377-397 Louise Jane Coverdale The University of Huddersfield Email: l.j.coverdale@hud.ac.uk Phone: 01484 478201