Who am I and how did I get here? The development of professional identity through incidental learning, for trainee teachers in the FE sector.

Turner, Amanda ORCID: 0000-0001-7180-6915 (2018) Who am I and how did I get here? The development of professional identity through incidental learning, for trainee teachers in the FE sector. Educationalfutures, 9 (2). pp. 58-81. ISSN 1758-2199

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Abstract

It has been argued that teacher identity is shaped by the experiences that trainees have while in placement (Avalos, 2011; Jephcote, Salisbury, 2009). Through negotiation, collaboration and consolidation a trainee teacher is able to navigate the often turbulent landscape that exists in the Further Education and Skills sector (Orr, 2012). Incidental learning has been defined as unplanned and internally constructed through a process, prompted when an unexpected, serendipitous moment is experienced by an individual, often during a non-routine experience (Marsick and Watkins, 1992, Kerka, 2000; Polly, 2007). This makes it prevalent in learning environments, particularly for trainee teachers who are more likely to experience vast amounts of disjuncture. This paper explores the ideas around the development of trainee teachers’ professional identity for through the findings from a longitudinal study. A theoretical framework is presented and evaluated in terms of the data generated from a range of qualitative research methods. This research challenges the idea of criteria based professionalism, arguing instead for a more holistic development of professional identity, developed gradually through incidental learning. Initial teacher educators can use this framework to review and develop existing formal learning provision, identifying ways to supplement the development of professional identity within formal learning. Trainee teachers will be able to reflect on their own professional identity, professional relationships and self-evaluation strategies in order to engage with disjuncture in a way that will lead to improvement in their practice.

Item Type: Article
Uncontrolled Keywords: Incidental learning; Communities of Practice; Identity; Professionalism; Teacher Education; Further Education and Skills Sector; Trainee Teacher
Divisions: School of Education and Psychology > Education
Depositing User: Tracey Gill
Date Deposited: 05 Oct 2019 08:57
Last Modified: 05 Oct 2019 08:57
URI: http://ubir.bolton.ac.uk/id/eprint/2529

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