Using Possible-selves Theory to Understand the Identity Development of New Teachers
This article was published in Teaching and Teacher Education, Volume 26, Issue 7,
Author(s): Doug Hamman, Kevin Gosselin, Jacqueline Romano, and Rommel Bunuan,
"Using Possible-selves Theory to Understand the Identity Development of New Teachers",
Pages 1349-1361, Copyright Elsevier (October 2010).
This article draws on possible-selves theory to describe how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals.
The authors analyzed the expected and feared possible selves of 221 beginning teachers.
The analysis revealed four main categories: 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.
The authors argue that possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development.