Multiple identities displayed by post-graduate English majors at personal, academic and professional level
Multiple identities displayed by post-graduate English majors at personal, academic and professional level

Summary/Abstract: This article is an attempt to contribute to the existing body of research on identity formation among post-graduate students of teacher education and, more specifi- cally, the multiple identities these early career teachers are expected to adopt. Teach- ing goes far beyond mere instruction and most teachers undertake a number of dif- ferent roles within the school context (Flores & Day, 2006, p. 225). Teachers who are at the same time university students need to incorporate further roles, while trying to reconcile them with their professional self-image and personal identities. The pro- cess of identity formation in this context may be difficult because “(student) teachers have to make sense of varying and sometimes competing perspectives, expectations, and roles that they have to confront and adapt to” (Beijaard, Meijer, & Verloop, 2004, p. 115). This paper is centered on a study that explores identities displayed by post- graduate students of teacher education programs at personal, academic and profes- sional level. The study compares two groups of subjects: students of regular and ex- tramural programs. The findings show that switching between the roles is not easy for both groups and it seriously jeopardizes their professional motivation and enthu- siasm. It is hoped that the study contributes to a more profound understanding of the concept of identity among early career teachers.

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