Postmodernity Fears and Transformations of Teachers’ Identities

Abstract

Postmodernity affected educational systems and teaching practices in several ways, such as deconstructing knowledge and changing the power dynamics in class, as well as putting emphasis on diversity, inclusivity, interdisciplinary approaches, critical pedagogy, and reflexivity. These changes led to the alterations and fluidity of teachers’ professional identities. The purpose of this small-scale qualitative research is to depict teachers’ fears in association with changes in their profession caused by postmodernity. Two distinct tools were used: a priority list and an explanation-justification template for each respondent to indicate the reasons behind their priority choices. Thematic analysis was used to indicate major themes and subthemes in the participants’ verbatim answers. Findings indicated that teachers at different stages of their careers are worried about continuous educational and environmental changes. Younger teachers with less experience are especially worried about systemic changes and abruptions that affect not only their profession but their lives as a whole. The findings of this study verify previous research concerning teachers’ professional identity determinants with an emphasis on contextual factors and career advancement. Postmodernity as a factor underpinning professional alterations indicates that the dominance of various factors depends on variations between contexts, cultures, and structures of educational systems, as well as on the psychological mechanisms employed by individuals in forming the perception of their self.