NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ891008
Record Type: Journal
Publication Date: 2010-Oct
Pages: 13
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Using Possible-Selves Theory to Understand the Identity Development of New Teachers
Hamman, Doug; Gosselin, Kevin; Romano, Jacqueline; Bunuan, Rommel
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n7 p1349-1361 Oct 2010
Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n = 221) were analyzed revealing four main categories (i.e., 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. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development. (Contains 3 figures and 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A