Social class and the emerging professional identities of novice teachers

摘要: The purpose of this study was to explore the influence that social class identity has on emerging professional identities novice teachers. argues schooling in UK is classed terms its history, outcomes and processes, as a result, situates teaching form ?class work?. Given strong arguments for situating way, thesis seeks increase our understanding about way actually works relation teachers? impact their work This qualitative longitudinal nature used semi-structured interviews main method data collection. A group eleven teachers were followed over two year period they both learnt become postgraduate initial teacher education programme then one later after most had started secondary schools. begins by examining complexities heightened, emotive fiercely debated issue draws strongly understandings locate contemporary Britain being culture well structures. It recognises whilst are heavily shaped life experiences prior becoming teacher, new varied have capacity see themselves Using rich stories six exemplify wider sample, illustrates ways which shapes early teacher. demonstrates really does matter but it plays out complex sometimes contradictory ways. In particular, notion boundaries often involves crossing these. identified central feature experience. argued boundary creates tensions not least because own called into question troubled process. One process many recognise work? additionally understand cultural capital bring context may be equally valued all educational settings. can result acting restrictive constraining Whilst some bound identities, others able play strategically with minimising disadvantages perceived lack appropriate capital. suggests ability know how when strategise itself classed, coping mechanism employed middle rather than working concludes implications these findings preparation need explicitly examined supportive reflexive manner within education.