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Professional role expectations and related feelings when solving pedagogical dilemmas: a comparison of pre- and in-service teachers |
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| Authors: | Aivi Toompalu Äli Leijen Katrin Kullasepp |
| Institution: | 1. Department of Education and Special Education, University of Gothenburg, V?stra Hamngatan 25, Gothenburg 40530, Swedenaivi.toompalu@gmail.com;3. Institute of Education, University of Tartu, Salme 1a, Tartu 50103, Estonia;4. School of Natural Sciences and Health, The Area of Psychology and Behavioral Sciences, Tallinn University, Narva mnt 29, Tallinn 10120, Estonia |
| Abstract: | This study investigated teachers’ professional identity development. Using Dialogical Self Theory and a socio-cultural semiotic mediational perspective, we focused on pre- and in-service teachers’ communication of professional role expectations and related feelings when solving pedagogical dilemmas to reveal aspects of their professional identity construction. Data were collected from 102 pre- and 90 in-service teachers by asking them to solve seven pedagogical dilemmas. We report: (1) how pre- and in-service teachers solved pedagogical dilemmas in terms of communicating professional role expectations and related feelings; (2) how pre- and in-service teachers differed in the feelings they reported and the solutions they gave when solving pedagogical dilemmas; and (3) how the communication of professional role expectations and feelings was related to pre- and in-service teachers’ work experience. Finally, we discuss the implications of our study for initial and continuing teacher education programmes. |
| Keywords: | professional role expectations feelings teachers’ professional identity pedagogical dilemmas Dialogical Self Theory (DST) socio-cultural theory pre-service teachers in-service teachers |