Changes over time in the professional identity tensions of Dutch early-career teachers

Abstract

This study explores professional identity tensions of early-career teachers (ECTs) in Dutch secondary education during their first two years of induction. Digital journals show that the tensions shift from doubts about the individual’s role as a teacher to balancing work and private life. Tensions have a higher impact in the second induction year, however in that second year ECTs report less seeking for help. Contexts in which professional identity tensions occurred are relations with colleagues, classrooms, organizational facilities, and school leaders. An important implication is that the nature of teacher induction should adjust to changing professional identity tensions. • Impact of ECTs’ professional identity tensions increases. • Tensions shift from doubts about ones role as a teacher to balancing work-private life. • ECTs are less frequently seeking for support or help during the second year. • Professional identity tensions occur in different contexts. • Implications for the first two years of induction programs are discussed.