Caught in the rye: Novice teachers’ journeys of self-discovery and identity formation

Abstract

This qualitative study explores the experiences of novice teachers as they navigate the complexities of identity formation and self-discovery during their early careers. Grounded in Transformative Learning Theory (TLT) and themes from J.D. Salinger’s The Catcher in the Rye, the research employs thematic analysis of interviews and reflective notes from eight novice teachers to uncover their emotional and professional struggles. Four key themes emerged: Alienation, identity and self-discovery, rejection of societal norms, and the search for genuine connections. Findings indicate that feelings of alienation often undermine teachers’ confidence and motivation, while self-discovery fosters resilience and adaptability. The rejection of standardized norms prompts educators to seek more meaningful teaching practices, enhancing student engagement and empowerment. Furthermore, the study highlights the significance of building authentic relationships with colleagues and students in creating a supportive teaching environment. This research underscores the need for systemic support, including mentorship and collaborative practices, to improve novice teacher retention rates. By linking literary themes to educational experiences, this study advocates for the integration of narrative inquiry in teacher training programs, ultimately contributing to a deeper understanding of the challenges faced by new teachers.