Using Possible-selves Theory to Understand the Identity Development of New Teachers

From Section:
Beginning Teachers
Oct. 08, 2010

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.

Updated: Jan. 17, 2017
Beginning teachers | Identity | Interpersonal relationship | Preservice teacher education | Self concept | Teacher characteristics | Theories