‘Becoming a teacher of my own design’: Exploring professional identity development in first-generation student-teachers from a working-class background

This research explores how professional identity development is experienced among ten working-class/first-generation student-teachers undertaking a primary teaching degree at a post-1992 Higher Education institution (HEI) in England. Using narrative methodology involving episodic narrative interviewing, participant journalling and pen portraits, the experiences of working-class/first-generation students were captured. Master and personal narratives emerged from data analysis, and the development of a professional identity developed alongside a student identity. The imagined good student and teacher models were internalised by participants and used as a benchmark to compare themselves against which can be seen as identity types within the figured world of university and primary education. These benchmarks influenced both academic and social belonging and teacher competency discourses were evident in the findings.

A student typology was created comprising three distinct types: Achievement-Focused, Validation-Seeking, and Grounded-Learner. Similarly, a teacher typology was also created comprising The Saviour, Career-Focused, and The Grounded-Educator types. The mismatch between the imagined ideal and the pre-existing sense of self was navigated by a reconstruction of the imagined ideal. Following data analysis, it is recommended that HEIs support academic belonging through regular formative feedback and scheduled guided reflection sessions to enable individuals to reflect on their progress and personal growth as a result. Increasing representation as part of the lecturing team could support this academic belonging further. Working-class students often need support to follow HEI processes around funding. Providing structured support in both a group environment and individually at 16-19 provision may support an increase in applications. In addition, time spent at university campuses may create a familiarity which will support belonging. Increasing the offer of part-time and flexible learning courses can support those students who need to work alongside their studies as well as those with parent and caring responsibilities, increasing the accessibility of HE.