Beginning primary teachers' perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping

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dc.contributor.advisor Conway, Paul F. en O'Sullivan, Daniel J. 2014-01-22T10:25:12Z 2014-01-22T10:25:12Z 2014 2014
dc.identifier.citation O'Sullivan, D. J. 2014. Beginning primary teachers’ perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping. PhD Thesis, University College Cork. en
dc.identifier.endpage 431
dc.description.abstract The issue, with international and national overtones, of direct relevance to the present study, relates to the shaping of beginning teachers’ identities in the workplace. As the shift from an initial teacher education programme into initial practice in schools is a period of identity change worthy of investigation, this study focuses on the transformative search by nine beginning primary teachers for their teaching identities, throughout the course of their initial year of occupational experience, post-graduation. The nine beginning teacher participants work in a variety of primary school settings, thus strengthening the representativeness of the research cohort. Privileging ‘insider’ perspectives, the research goal is to understand the complexities of lived experience from the viewpoints of the participating informants. The shaping of identity is conceived of in dimensional terms. Accordingly, a framework composed of three dimensions of beginning teacher experience is devised, namely: contextual; emotional; temporo-spatial. Data collection and analysis is informed by principles derived from sociocultural theories; activity theory; figured worlds theory; and, dialogical self theory. Individual, face-to-face semi-structured interviews, and the maintenance of solicited digital diaries, are the principal methods of data collection employed. The use of a dimensional model fragments the integrated learning experiences of beginning teachers into constituent parts for the purpose of analysis. While acknowledging that the actual journey articulated by each participant is a more complex whole than the sum of its parts, key empirically-based claims are presented as per the dimensional framework employed: contextuality; emotionality; temporo-spatiality. As a result of applying the foci of an international literature to an under-researched aspect of Irish education, this study is offered as a context-specific contribution to the knowledge base on beginning teaching. As the developmental needs of beginning teachers constitute an emerging area of intense policy focus in Ireland, this research undertaking is both relevant and timely. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2014 Daniel J. O'Sullivan en
dc.rights.uri en
dc.subject Identity shaping en
dc.subject Beginning teaching en
dc.subject Workplace learning en
dc.subject Induction en
dc.subject Probation en
dc.subject Initial practice en
dc.subject Contextuality en
dc.subject Emotionality en
dc.subject Temporo-spatiality en
dc.subject.lcsh Primary school teachers en
dc.subject.lcsh Primary school teaching en
dc.title Beginning primary teachers' perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral Degree (Structured) en
dc.type.qualificationname PhD (Education) en
dc.internal.availability Full text available en No embargo required en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en Education en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
dc.internal.conferring Spring Conferring 2014 en

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© 2014 Daniel J. O'Sullivan Except where otherwise noted, this item's license is described as © 2014 Daniel J. O'Sullivan
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