Teacher Role Formation

Abstract

Abstract The process of teacher role formation was studied for two secondary preservice teachers. Specifically, from a sample of 50 secondary teachers in the mid-west, two individuals were selected for in-depth case studies to investigate the process of role formation, or professional identity, in the two novice teachers. Identity was framed via the construct of metaphor and was studied for the two teachers over the course of two school years. Results indicated that, as the original role/identity of the teachers interacted with themes from their teacher education program and critical factors in the work context, the original role selected for their teaching changed. Results were consistent with those of other studies based on symbolic interactionism theory applied to teacher identity/role formation. Implications for teacher development and teacher education are developed as well as implications for further studies.