A novice teachers teacher identity construction during the first year of teaching: A case study from a dialogical self perspective

Abstract

Abstract This case study explores one novice teacher's journey during her first year of teaching from the viewpoint of teacher identity. By considering teacher identity from the Dialogical Self Theory (DST) point of view, the study goes deep into the complex phenomenon of the first year of novice teachers. The findings show that struggles at the beginning of the career are rooted in fundamental questions relating to personal matters, not just issues of how to teach effectively or working with young people. Based on the findings, the role of teacher education in preparing student teachers is discussed.