al

d onidewathew tprate

as recehers (Bhardsoote the9; Darldifcuof theo teacexpec

shifting, sometimes in unexpected ways. This reality can make thedevelopment of a strong professional identity even more complexfor new teachers. The study presented here looks at ways in whichnew teachers describe their professional identities through the

metaphors they choose to represent their teaching selves, and

been dened as an ongoing and dynamic process which entails themaking sense and (re)interpretation of ones own values andexperiences that may be inuenced by personal, social andcognitive factors (Flores & Day, 2006, p. 220).

Teacher education literature clearly emphasizes the develop-ment of identity in the path a becoming teacher follows (Britzman,2003; Hammerness, 2006; Hammerness, Darling-Hammond, &Bransford, 2005; Sachs, 2005). We believe that the process ofenvisioning the self as a professional is a crucial stage in the

* Corresponding author. Tel.: 1 819 821 8000x62808; fax: 1 819 821 7121.E-mail addresses: Lynn.Thomas@usherbrooke.ca (L. Thomas), Catherine.Beau

Contents lists availab

Teaching and Tea

.e

Teaching and Teacher Education 27 (2011) 762e769champ@ubishops.ca (C. Beauchamp).tion require teachers to anticipate new roles in an attempt to keep upwith constant diversication in society, development of knowledgeand increases in access to knowledge. Inmanycountries of theworld,schools are now expected to fulll functions of socialization thatwere once the jurisdiction of families, religious organizations orthe workplace. In a rapidly transforming global society, teachers,regardless of the country in which they work, are experimentingwith their roles and recreating their professional identities inrelation to the contexts that surround them, contexts that are

tion outline goals for teachers in terms of identity (c.f. QuebecMinistry of Education, 2001), but few studies have looked at theprocess by which teachers come to develop their professionalidentity. Developing a strong sense of a professional identity asa teacher may be crucial to the well-being of new members of theprofession. Recent interest in the identity of teachers, professionaland otherwise, stems from earlier work on the professional lives ofteachers (Zeichner & Liston, 1996), and their narratives (Connelly &Clandinin, 1999.) The development of a professional identity has1. Introduction

Professional identity in teachers herable interest to educational researcDay, 2006; Riopel, 2006; Watt, Ricpart as away to understand andpromteaching (Cochran-Smith & Lytle, 199Klein, 1999; Sachs, 2001, 2005). Onecoming to a greater understandingprofessional identity as it applies tChanges on a global scale in terms of0742-051X/$ e see front matter Crown Copyright 2doi:10.1016/j.tate.2010.12.007ntly become of consid-ullough, 2005; Flores &n, & Tysvaer, 2007), inprofessionalization ofing-Hammond, Wise, &lty for new teachers isrange and entirety of

hers in todays society.tations of public educa-

compares the metaphors chosen by new teacher graduates duringthe summer immediately following graduation with those they useduring the spring of the their rst year of teaching. The changesnoted provide insight on the development process that these inex-perienced teachers are undergoing as they adapt to their newprofessional roles.

1.1. Studying the development of professional identity

Some teacher education programmes and ministries of educa-Understanding new teachers profession

Lynn Thomas a,*, Catherine Beauchamp b

a Facult dducation, Universit de Sherbrooke, Sherbrooke, Quebec, J1K 2R1 Canadab School of Education, Bishops University, Sherbrooke, Quebec, J1M 1Z7 Canada

a r t i c l e i n f o

Article history:Received 27 May 2010Received in revised form20 December 2010Accepted 22 December 2010

Keywords:Professional identityMetaphorsNew teachersTeacher education

a b s t r a c t

This qualitative study basedescribe their professionalwith those suggested partmake a shift from seeingmetaphors suggest that neand that this developmenteducation indicate that greservice programmes.

journal homepage: www011 Published by Elsevier Ltd. Allidentities through metaphor

semi-structured interviews examines the metaphors new teachers use tontities and compares metaphors chosen immediately following graduationy through their rst year of teaching. Findings indicate that new teachersmselves as ready for the challenge, to adopting a survival mode. Theeachers struggle to develop a professional identity during their rst year,ocess is gradual, complex and often problematic. Implications for teacherr emphasis needs to be placed on exploring professional identity in pre-

Crown Copyright 2011 Published by Elsevier Ltd. All rights reserved.

le at ScienceDirect

cher Education

lsevier .com/locate/ taterights reserved.

nd Tdevelopment of an effective teacher identity, but that this process isnot fully researched. We have drawn on ideas about the self as anideal, an actuality and an expected phenomenon proposed byLauriala and Kukkonen (2005). They see that teachers might havedifferent notions of their selves: as the self that actually exists; asone that might stand in the future as the self to strive toward; andas a construction of society or the world around them, an oughtself, that represents what is expected of them, the role they mustfulll according to common societal views of teaching. Thesevarious notions of their selves might be in conict for newteachers who are inuenced strongly by their teaching environ-ments (Flores & Day, 2006). In addition, perceptions of the self mustbe understood in the close connection between the personal andthe professional self (Lipka & Brinthaupt, 1999). For a teacher, theself encompasses not only notions of who am I?, but also of whoam I as a teacher? This tight connection, perhaps even an insep-arable one, conrms that there are intricate and complex dimen-sions to identity development, making it difcult to articulate andexplore. One approach to examining aspects of identity that aredifcult to articulate is through the use of metaphor.

1.2. Denition of metaphor

Metaphor can be dened as an implied analogy which imagi-natively identies one object with another (Holman, 1980, p. 264).Massengill Shaw, &Mahlios (2008) explainmetaphor as .analogicdevices that lie beneath the service [sic] of a persons awareness andserve as a cognitive device. as a means for framing and deningexperience in order to achievemeaning about ones life (p. 35). Yob(2003) agrees, stating that, .a metaphor is employed when onewants to explore and understand something esoteric, abstract,novel or highly speculative (p.134). In a large-scale study of teacheras metaphor, Oxford, et al. (1998) suggest that metaphor involvesemploying a familiar object or event as a conceptual tool to elucidatefeatures of amore complex subject or situation. (p. 4). The seminalstudy of Lakoff and Johnson (1980) explores the way individualsmake meaning of their lives through regular use of metaphor asamechanism for understanding experience. Theywrite that A largepart of self-understanding is the search for appropriate metaphorsthat make sense of our lives (p. 233). A further explanation comesfrom Zhao, Coombs, & Zhou (2010), who write Metaphors are notjust gures of speech, but constitute an essential mechanism of themind allowing the modeling and reication of prior experience.Thus, metaphors can be understood of (sic) as a psychologicalmodeling experience leading to new forms of conceptual insight (p.381). The important connections between metaphor and culturehave been noted by Alger (2009): Oftentimes these metaphors areconventional, meaning that they are prevalent in the culture andtheirmeaning is sharedby the culture (p. 743). Our experiencewitheliciting metaphors from new teachers showed us that althoughmetaphors can provide insight into ways in which people concep-tualise experience, they are also culturally bound, which can limitmeaning and interpretation, rendering the accompanying expla-nation crucial.

1.3. Using metaphors to explore professional identity

A large number of studies have examined themetaphors used byeither pre-service teachers or practicing teachers to represent theirbeliefs about and/or experienceswith teaching, children, andvarioussubject areas (Massengill Shaw, & Mahlios, 2008; De Leon-Carillo,2007; Goldstein, 2005; Knowles, 1994; Lakoff & Johnson, 1980;McGrath, 2006; Mahlios & Maxson, 1998; Martinez, Sauleda, &Huber, 2001; Munby, 1986; Sumsion, 2003; Vaughn Greves, 2005).

L. Thomas, C. Beauchamp / Teaching aThe metaphors pre-service teachers use to represent theirprofessional thinking were examined by Saban, Kocbeker, & Saban(2007) to learn more about their conceptions of teaching andlearning. In a study of teachers and literacy, Massengill Shaw andMahlios (2008) also examined pre-service teachers metaphors.They write By soliciting pre-service teachers literacy metaphors,we investigated how teachers frame the language arts experiencesand dene meaning for their students (p. 32). Metaphors have alsobeen helpful for understanding changes in pre-service teachersbeliefs: .the changes in pre-service teachers beliefs aboutteaching and learning that come about as a result of engaging in thenormal activities associated with the education programme in theirrespective institutions through the identication of pre-serviceteachers metaphorical representations of teaching (Leavy,McSorley, and Bot, 2007, p. 1221). In addition, The study ofteachers metaphors has proven productive as researchers seek tounderstand the complex processes of teaching and working inclassrooms. .Moreover, the metaphors that beginning teachersbringwith them to the classroom and school arenas are grounded intheir personal histories as students in schools and in their childhoodexperiences of family (Knowles, 1994, pp. 37e38).

Gillis and Johnson (2002) state that Because they [metaphors]reveal our educational values, beliefs, and principles, they containinformation essential to our growth as professionals (p. 37). Thequalities of metaphor for demystifying and making explicitpersonal knowledge so that it can be articulated to others are anadditional aspect that has been explored:

For myself, as well as in facilitating reective practice for others,I have found that the exploration and articulation of ones use ofmetaphor is an important element in the process of demysti-fying the passage of personal intuitive knowledge intoprofessional practice. In my experience, metaphor is a vehicleuniquely well-designed to negotiate and make sense of thecreative space between what is personal and what becomespublic. (Hunt 2006, p. 317.)

Our use of metaphor in this study of the development ofa professional identity was intended to encourage novice teachersto frame their professional experiences at the end of their teachereducation programs and again in the middle of their rst year ofteaching, and dene meaning(s) they discovered about theiridentities in terms of the profession in an alternative way tostraightforward description.

2. Objectives

The ndings referred to in this article are part of a larger studywhich examines how new teachers view the emergence of theirprofessional identity from the time immediately following theirgraduation to the spring of their rst year of teaching. Participantswere asked to describe how they viewed their present and futureidentities with relation to the teaching profession. In this article wewill focus only on the section of the study which relates to identityin terms of a metaphor, although the interviews conductedincluded other questions (see Appendix 1).

The overall objectives of the larger study referred to in theprevious paragraph are to examine the development of a profes-sional identity in new teachers from the time they complete theirteacher education program to part way through their rst year ofteaching. The specic objective for this section of the study wherewe examine the new teacher participants metaphors for theirprofessional identity is to learn whether providing participantswith the opportunity to use metaphorical language to talk abouttheir professional identities is a helpful and revealing way todiscuss this complex subject. The guiding questions for this section

eacher Education 27 (2011) 762e769 763of the study are:

nd T1. What differences can be observed in the metaphors chosen bynew teachers during the summer following their graduationfrom teacher education programs and part way through theirrst year of teaching?

2. What patterns (if any) exist among the metaphors newteachers use to describe their teacher selves?

3. What do themetaphors reveal about the new teachers sense oftheir professional identities and the way they developa professional identity?

The particular points in time for the interviews were deliber-ately chosen so as to be able to track the changes in the way inwhich participants saw the development of their identities as newteachers. For ethical reasons, the rst interview took place duringthe summer after graduationwhen the participants were no longerstudents at the institutions where the researchers work, but beforethey had started their rst jobs as teachers. We wanted to knowhow new teachers see themselves in their new roles once theireducation is complete, but before they have ofcially begun toteach. The timing for the second set of interviews, which took placeat the end of March or in April, was deliberately set up so as topermit participants to share their views on their professionalidentity while in the midst of their rst year of teaching. We sawthis time as a critical point in a new teachers journey and wantedto record the participants impressions at that time, rather than atthe end of the school year, when their perspectives may havechanged.

3. Methodology

3.1. Context

The study took place over three years, involving a total of 45participants in three cohorts who were recent graduates of twoCanadian four-year teacher education programmes in the EasternTownships region of Quebec, using a maximal variation samplingstrategy (Creswell, 2002). It is important to note that in Quebec allteacher education programmes are four-years long and include atleast 700e900 h of student teaching in schools. This means thatQuebec students of education take courses in their subject areaspecialty concurrentlywith their courses in pedagogy andmethods.These beginning teachers had graduated from both elementary andsecondary programmes. Because one of the programmes preparedteachers to teach both levels, it was decided not to makea distinction between elementary and secondary teachers,although clear distinctions between these two groups have beenfound in other studies (Gohier, 2007). There were 45 participants,41 women and 4 men, ranging in age from their early 20s to theirmid 40s. Approximately half of the participants were not nativespeakers of English, although all of them had just completeda university degree in that language. The former students ofBishops University had completed a Bachelor of Education in eitherelementary or secondary teaching, while the former students fromthe Universit de Sherbrooke had completed a programme to bespecialists in teaching English to francophone students at bothelementary and secondary levels. The interviews took place inEnglish, with the agreement of the participants.

3.2. Data collection procedures

After graduation inMay amessagewas sent out by email invitingall recent Education graduates from the programmes mentionedabove at the two universities to volunteer for the study. Any formerstudentwho contactedus to indicate an interest in being interviewed

L. Thomas, C. Beauchamp / Teaching a764became a participant after giving informed consent. Ethical approvalwas sought and obtained by both universities before data collectionbegan. Participants were interviewed individually in person duringthe summer following graduation and again in the late winter oftheir rst year of teaching. Despite the fact that the participants hadalready completed their teacher education programmes, we werecareful not to interview our former students to avoid possible ethicaldilemmasor inuence the responses. For that reason, the researcherseach interviewed the former students from the other participatinguniversity. During the interviews, both before beginning teachingand part way through their rst year, the participants were askednine questions in a semi-structured interview designed to elicitinformation about their views of the development of their profes-sional identities as teachers.We also collected information about thebackgrounds of the participants, such as gender, programmeof studysuch as elementary or secondary, subject area specialties, andprevious experience in either teaching or another profession. Theinterviews were audio taped and then transcribed by a researchassistant who also attributed a codename to ensure anonymity. Dueto the amount of data collected in this study, we elected to examineresponses to some questions separately. In this paper we look onlyat the responses to the question: What metaphor would you useto describe yourself as a teacher at this time? Discussions of otherparts of the study have been published elsewhere (Beauchamp &Thomas, 2009; Thomas & Beauchamp, 2007).

3.3. The methodology of metaphor

Alongwith the complexity of teaching, the complexity of identitycan be revealed through metaphor. It is not easy to describe onesidentity when asked to do so in so many words. Our research(Beauchamp & Thomas, 2009; Thomas & Beauchamp, 2007) hasfound that direct questions about identity tended to elicit responsesrelated to roles one fullls or activities one engages in, the whatrather than thewho. Elicitingnew teachersnotions ofmetaphor ina qualitative study of professional identity permits both participantsand researchers to examine the difcult concept of identity devel-opment in vivid and insightful ways. The opportunity to step backout of everyday language and into the poetic language of metaphorallowed the participants in our study to be descriptive about theirdeveloping identities in alternate, sometimes simplistic but oftenhighly descriptive ways. An invitation to use a metaphor to describeones teaching self in this research brought the response back to thewho, and permitted an enlightening glimpse into the complex andmulti-faceted notion of identity. However, not all participants wereable to come upwith a metaphor andmany did need an explanationof what we were looking for. Goldstein (2005) has pointed to thedifculties that pre-service teachers may have in constructingmetaphors on their own and suggests providing a sample to choosefrom in her study. Mahlios, Massengill-Shaw and Barry (2010)describe three studies where pre-service teachers were given aninstrument to describe their beliefs about teaching. They note thatRespondents to the survey have the option of self-reporting theirown metaphors or choosing from the lists provided. In our expe-rience with the instrument, we have found that most respondentswork with the metaphors provided. (p. 51).

We elected to suggest that the participants come up with theirown metaphor, but we gave an example and used the same de-nition each time: Ametaphor is anotherway of sayingwho you areusing an object or a role to represent the way you see yourself asa teacher. For example, you could say that I am a gardener because Ihelp children grow. Using the same denition with each partici-pant does mean that they were each inuenced in the same way,which could have both a positive and negative inuence on thedata: positive, in that each participant received the same infor-

eacher Education 27 (2011) 762e769mation; and negative, in that there was likely a limiting factor

nd Tintroduced when participants heard metaphor described in thatway. In addition, metaphors are highly reective of personalinterpretations of phenomena, which are inuenced by the lensesof class, gender, race, ethnicity and educational and life experiencesthrough which one sees the world. We did not question any of theparticipants choices, although we did ask them to elaborate ontheir ideas. The question was intended to provide additional,alternative information on the ways new teachers might describetheir developing professional selves, which would permit theresearchers to gain a deeper and more complete picture of the waythe participants view this abstract concept. At the same time weacknowledge the limitations with this technique in that thestudents/teachers were not always ready with a metaphor duringthe interview, and sometimes responded with somewhat tritemetaphors that did not allow for deep exploration of theiridentities.

3.4. Data analysis process

We coded the data by hand due to the small numbers ofparticipants. We began by separately identifying the metaphorfrom each participant. Using an iterative approachwe then groupedthemetaphors according to themes about professional identity thatemerged as possible categories from the responses. As much aspossible, we used in vivo codes, that is the exact words of theparticipants as labels for the categories (Creswell, 2002, p. 448)during this open coding phase. We are conscious of the fact that theway in which we have categorized the metaphors may not entirelyreect the original intent of the participants, but by using theparticipants ownwords as much as possible we have attempted toovercome the difculty of speaking for others. As Fontana and Frey(2003) write, The use of language, particularly the use of specicterms, is important in the creation of a sharedness of meanings inwhich both the interviewer and respondent understand thecontextual nature of specic referents (p. 86). The data from thetwo interviews were treated separately, but in a similar fashion. Tobuild reliability into the analysis, each of us worked on grouping themetaphors according to emergent categories separately, and wethen compared results in terms of the groupings made and thecategories used. We found many similarities in terms of the ways inwhich we had grouped the metaphors and the categories we hadeach named individually. Whenwe had a difference of opinion as tohow to best code a metaphor, we were able to come to a mutuallyagreed upon decision through discussion. Once all the data werecoded and charted, we re-read the transcripts and re-examined ourthematic categories. A high level of consistency was found, apartfrom the difculty of placing the metaphors which fell into theother category. The process was repeated for the second set ofinterviews, and the two sets of data were then compared to checkfor evidence of change, in particular whether it was possible todetermine growth and/or change in the development of a profes-sional identity, and if so, in what ways. We did not look for changein terms of the metaphors suggested by individual participants, butchecked to see if there were broad elements of change across therange of metaphors from the two interviews.

4. Findings

As in the Irish-American study carried out by Leavy et al. (2007),we discovered a difference in the metaphors used by teachers atdifferent times in their professional development. Leavy et al.(2007) looked at the different metaphors used by pre-serviceteachers at the beginning and the end of their teacher educationprogramme. In our study the metaphors used by the participants

L. Thomas, C. Beauchamp / Teaching ato describe their professional identities were found to differ ina variety of interesting ways between the time they graduated froma teacher education programme and part way through their rstyear of teaching. In response to our rst research question: Whatdifferences can be observed in the metaphors chosen by newteachers during the summer following their graduation fromteacher education programs and part way through their rst year ofteaching?, we found that the metaphors collected during the rstinterview focused on supporting future students, nurturing, pro-tecting and helping them nd their way. Examples include

The captain of a boat; I have to take these people (students)somewhere and there are storms and high waves.

The offensive line in a football team. The teacher protects theclassroom, and the students in the class.

A coat hanger. Everything hangs on you and you need to supporteverything and everyone. If not, it falls.

The second interviews found the participants more focused onthemselves and their own experiences in the classroom: chal-lenged, facing changing and unpredictable situations, and focusedon survival. Examples of metaphors from these interviews include

a survivor of the Titanic but who didnt have a lifeboat and had toswim to shore

a gerbil on an exercise wheel who is eager to make efforts butgoing nowhere

Some metaphors presented this idea but in a qualied way,acknowledging the changeable nature of the job and the uctua-tions in emotional reactions to it.

Some days you have really calm waters, you love being out thereand there are other people on the ship that really help you out.Other days you feel like you are on that ship all by yourself, thewater is rocky and you wonder, Why am I on this boat? I didntsign up for this.

It should be noted that the majority of the participants work indistricts where mentoring projects of various types have beenimplemented, usually involving the assignment of an experiencedteacher to be available to the new teacher. We mention this factbecause mentoring programmes have become very popular inrecent years as a means to smoothing the way through the induc-tion process (Gold, 1996; Margolis, 2008; Wiebke & Bardin, 2009).However, our study shows that more and perhaps different kinds ofsupport are needed, including opportunities for new teachers tocome to terms with their new professional identities in supportedways.

In response to the second question: What patterns (if any) existamong the metaphors new teachers use to describe their teacherselves?, we found several patterns among the metaphors used bythe participants. For the metaphors from the rst interview, theresearchers determined ve different themes into which nearly allof the responses fell. They are, in order of most common to leastcommon, supporting the student, often changing, transformedfrom the beginning of the teacher education program, exible orbeing moulded by others, and uncertain. The sixth theme waslabelled other, and contains thosewhich do not fall into one of theother ve.

Supporting the student was by far the largest group, with overone third (19) of the 45 responses falling into this category. Someexamples of this category are a clothes hanger, tree roots, a wave ofpositive energy, the offensive line on a football team, the sun, thecaptain on a boat, and part of the village that it takes to raise a child.

eacher Education 27 (2011) 762e769 765The responses indicate that these participants viewed their

nd Trelationship with their students as an integral part of theirprofessional identity. At this early stage in their careers, they seetheir role as being centered on the students, rather than on thecurriculum or on themselves in their teaching role. Providingsupport to the student can take different forms. A female partici-pant sees her identity as a combination of roles:

Im a guide and a mother. I will guide my students towardknowledge of science, plus the mothering part of teaching.

In focusing on the students in terms of their metaphors, theseparticipants are anticipating future relationships with students andmaking a direct link between the identity of a teacher and the waysin which teachers interact with students.

Twelve responses were coded as changeable or often changing,such as a waterfall in the summer or a magician having to adapt todifferent audiences. Other examples that fall into this categoryinclude a never-ending road, coming out of a cocoon, and a kayakon a river. These participants emphasized the variety of roles thatteachers play, and the challenge of adapting to these roles. Thefemale participant who gave the metaphor of a waterfall to repre-sent her teaching identity explained it as

Sometimes its fast and sometimes its really, really slow.

These participants were obviously focusing on the multidi-mensional and constantly evolving nature of a teaching identity.Some of them are expressing doubts about their abilities to keep upwith the perceived demands.

Im an entertainer: I sing, I dance, I run; I do everything to beinspiring. I dont know if it will work all year.

A kayak in the river: its in a river that gets bigger and bigger as weknow more about the teaching profession, and its like we end upgoing from the river to the sea where were kind of lost.

Others are more positive about being able to cope with thedemands. One participant noted that she was like a marathon racerat the half way point:

Having reached half the race I have more power and motivationthan I had at the beginning of the race.

Another stated that she was a never-ending road,

Im constantly learning and developing and its winding because Iam changing, but its consistent because I move forward although Ichange along the way.

On the whole, the responses in this category were more positivethan negative, indicating that although the participants felt hesi-tant in someways about their new identity, they also felt capable ofovercoming the challenges.

Three participants spoke about having been transformed by theteacher education program, for example, a frog: Something that hasbeen transformed from something quite different; a buttery: They arefree e they have changed a lot and adapted a lot to get to where theyare, and a traveller traveling into oneself: Everyday I feel that I learna bit more about myself. As teacher educators, we are interested thatonly a few participants thought to relate their professional identi-ties to their teacher education programmes, although it should benoted that they were not asked to do so. One of the overall ndingsof this study indicates that it would be helpful to new teachers ifmore time was spent on focusing on the development of a profes-

L. Thomas, C. Beauchamp / Teaching a766sional identity in the teacher education courses, particularly thoseassociated with the practicum. The participants indicated that, forthe most part, they had not considered the development of theirprofessional identities during the time they were students, mainlybecause they were never asked to.

There were three responses in each of the categories of beingexible/moulded by the experience of teaching (a rubber band, playdough, Gumby), and being uncertain about ones current positionor future path:

I am a key ring with keys to unknown doors, I am a person at a crossroads unsure of which route to take. Im going to be challenged on what I know and Im aware that Imyoung.

While it is somewhat surprising that more participants did notchoose a metaphor that would represent them in this way giventhat most did not have a conrmed position for the fall, the sense ofself-condence about their future roles was prevalent among themajority of the participants at this particular time, in contrast to thesecond interview period.

The other category contained two diverse metaphors. Oneparticipant described herself as a wild horse that has been caughtand forced to do things a certain way, a reference to the constraintsshe now feels working in an institution and having to followa number of rules and guidelines she does not necessarily agreewith. The other participant was unable to offer a metaphor beyond

Just myself; my identity as a human is just the same as my identityas a teacher.

This participant was adamant throughout the interview that herteaching identity was instinctive and inherited, and that she hadbeen able to maintain it despite the requirements of the teachereducation programme she had just completed. In contrast to theprevious participant, this new teacher believed that she was nallyfree to be the teacher she had always been, without having toconform to university standards and expectations that she does notagree with.

In terms of the patterns that could be identied, the themes thatemerged from the second set of interviews were different from therst in several signicant ways. This time the category with themostmetaphors is one that that can be seen as multi-faceted. Oneexample is:

Sweet and sour food; the sweet is the way I thought it would beand I know I can have an impact on a students life. The sour part isthe fact that in order to achieve that I have to be a military person,which is not natural for me.

A close second was the category challenged with the meta-phors reecting the great challenges the participants wereencountering in their rst year of teaching. There were ve out of46 entries in this category, with examples being

A soldier; I have my battles. One of those big, heavy grey mops you have in hospitals, and themore you get into it the heavier you become, and you have to dothe same job over and over.

A duck; you know, above the water it all looks calm and collected,and under the water the feet are paddling like crazy. Only thisduck looks frazzled above the water too.

At this stage in their careers, part way through their rst year ofteaching, the new teacher participants in this study were reacting

eacher Education 27 (2011) 762e769to their experiences with the demanding nature of the multifarious

nd Troles of a teacher. While their reactions are not surprising, we arenonetheless concerned that graduates of our four-year pro-grammes with the very heavy emphasis on practicum experience(700e900 h, including a three month intensive culminatinginternship) would still express this degree of difference betweenthe summer before entering the profession, where participants didnot express these perspectives in their metaphors, and six monthsinto it, where this sentiment is the most common. Clearly, theadditional time provided for practice teaching in a four-yeareducation degree programme is not enough to adequately preparenew teachers for the challenges of the rst year.

Four responses referred to relations with students, such as arock: being a constant right now for my kids; something centraland solid for my students and me. Three other metaphors relatedto growth, such as a tree, and a building under construction:

Im in the basement and there are things that are needed in orderto build, to complete the building. These will come withexperience.

Two responses mentioned difculties but included a sense ofaccomplishment at the same time and were coded difcult but notimpossible. These were an elastic band (being pulled in all direc-tions but not breaking while meeting the needs of everyone), anda mountain climber (there is no such thing as a mountain that youcant climb if you try hard enough.) Two of the metaphorsmentioned being part of a team, such as

Just another tree in the forest.

The second set of interviews had a larger other category thanthe rst, with six metaphors that did not seem to relate to theothers in a clearly denable way. These included

A book; an open book, one that is there for the kids to look at, likean encyclopaedia, yet one that has white pages in the back, readyto be lled in through experience and the things I continue tolearn,

Molasses; not wet and not dry, but what sticks the whole recipetogether, and adds sweetness

A bird ying high overhead, looking down at the classroom froma distance; I am oating around looking down. I see it all happen,but its distanced from me. Im just watching it happen.

This variety of metaphors reects the broad range of perspec-tives that new teachers bring to a discussion of the development oftheir professional identities and serves to remind us that identity isa dynamic, ever-evolving concept. It is also a very personal one thatincludes a wide range of interpretations and can be elusive whenwe attempt to translate our intuitive notions into articulate words.In attempting to understand the way in which new teachersdescribe the development of their professional identities we ndHunts (2006) comments about the use of metaphor pertinent toour study: .reection which involves the exploration and artic-ulation of an individuals use of metaphor is an important elementin the process of demystifying the passage of personal felt orintuitive knowledge into professional practice (p. 328).

Our third question asked: What do the metaphors reveal aboutthe new teachers sense of their professional identities and the waythey develop a professional identity? The study revealed importantpreoccupations participants had about the way they saw them-selves in relation to their new profession. Rather than ndingevidence of increased condence and a clearer sense of theparameters of a professional role as a result of experience, we found

L. Thomas, C. Beauchamp / Teaching athat participants expressed a lack of condence and a sense ofpowerlessness in their professional lives after having taught forseveral months. We were able to determine, through the meta-phors they gave at the two different times that we interviewedthem, that the new teachers who have come through our pro-grammes may not receive the necessary opportunities and expe-riences to develop a strong professional identity that will allowthem to successfully negotiate the challenges of the rst year ofteaching. Despite the length of the programme and the manyweeks of practice teaching, they appear to lack a strong and positivefeeling about their professional selves.

We believe that the initial experience of teaching as a qualiedteacher, including being responsible for ones own class or classes,has a profound effect on new teachers, despite the similarities thatcan be found with the experience of the nal practicum in ourinstitutions, where student teachers take on a full teaching load fora period of threemonths. The rst year in the profession forces newteachers to confront themselves and their professional identities ona regular basis and in multiple ways. The rst year also highlightsthe connections between a strong professional identity and a senseof efcacy in the classroom. New teachers are constantly con-fronted with the results of their interventions with students, whichimpacts on their sense of self as successful or not in the role ofteacher. Conversely, feeling self-condent and strong in the role ofteacher colours their interpretation of how well their students arelearning. The use of metaphors in this study reveals this complexexperience in a way that new teachers may not be able to put intoother words (McGrath, 2006). We see that despite their bestintentions of focusing on students, many new teachers quicklybecome preoccupied with their own survival. The fact that theywere unprepared for this shift appears to make the challenges theyface in terms of becoming a condent professional all that moredifcult to accept.

5. Implications for teacher education

The connection between the way new teachers see themselvesand their perceptions of their success as a teacher is another topicthat merits exploration during initial teacher education. Clarifyingthe process of professional identity development during teacherpreparation could be very helpful for better preparing new teachersfor the challenges of their rst year. The use of metaphors in thisstudy provided ameans for exploring the development process thatnew teachers go through, allowing the researchers to focus on theteacher (the who), rather than on the role or roles that teachersassume, which can be too closely related to context. With examplesof metaphors taken on two specic occasions at the start of a newteachers career, we were able to see that the paths that teacheridentity development can take are not necessarily smooth but oftenfraught with periods of self-doubt and questioning. This informa-tion should be made available to pre-service teachers so that theywill have a clearer idea of what to expect in terms of the process ofidentity development in the early years of their careers.

This study clearly indicates that metaphors can be a rich andstimulating way for new teachers to talk about the experience oftheir rst year of teaching that is very revealing for teachereducators and researchers in teacher education. We have come tothe realization that the development of a professional identity doesnot automatically come with experience, and that some form ofdeliberate action is necessary to ensure that new teachers begintheir careers with the appropriate tools to negotiate the rockywaters of the rst few years. The ndings of the study suggest thatmore attention needs to be paid to raising awareness of the processof professional identity development during teacher educationprogrammes, although further research is needed to determine

eacher Education 27 (2011) 762e769 767what form that might take. Rodgers and Scott (2008) have pointed

Acknowledgements

learning: changes over the career span. Teaching and Teacher Education, 25,743e751.

Beauchamp, C., & Thomas, L. (2009). Preparing prospective teachers for a context of

nd TThis research was funded by the Eastern Townships ResearchCouncil. This organisation did not have any role in the study design,collection, analysis and interpretation of data, writing of the reportor decision to submit for publication.

Appendix 1

List of questions for the larger study from which the ndingspresented in this paper were drawn.

Becoming a professional: Development of a teaching identityfrom student to new teacher in Eastern Townships schools

Questions from the rst interview, undertaken immediatelyfollowing graduation:1. How has the teacher education programme affected

your perceptions of teaching? What specic aspects of theprogramme (courses, practicum, etc.) inuenced yourperceptions?

2. Is there anything you would like to say about how yourimage of yourself as teacher has changed during theprogramme?

3. Do you think imagination has played a role in the way yousee yourself as a teacher?

4. What metaphor would you use to represent yourself asteacher at this time? Could you explain?

5. How do you imagine your rst year of teaching?6. Do you have a vision of the kind of teacher you would like to

be?7. How do you think you will reach this ideal?8. What changesmight you anticipate in your image of yourselfa strong case to be made for engaging pre-service teachers ina variety of dialogues, including the use of metaphors, about thedevelopment of their professional identities as part of an effectiveapproach for preparing them for the complex and demandingprofession they have chosen.out that much current research into the development of teachingidentities does not indicate how identity develops and how teachereducators might inuence this development. It is highly likely thatthe adaptation period to a profession such as teaching will remaindemanding, but the more we as teacher educators can learn aboutthe process of developing a teaching identity, the better we canhelp future teachers prepare to meet these demands in a positiveand professionally satisfying way. One important nding of thisstudy has been the realization that inviting the participants to comeupwithmetaphors has given them an opportunity to consider theirprofessional identities in more personal and profound ways.Participants noted that although it was difcult to nd words toexpress how they saw themselves as teachers, they enjoyedparticipating in the study and appreciated the chance to reectaloud with the interviewer. We speculate that these participantswould concur with Hunt (2006) when she writes

Engaging in the processes of reective practice has certainlygiven me what might be termed an embodied recognition (i.e.,directly experienced and not simply acknowledged intellectu-ally) of the importance of metaphors/visual images and thesensings from which they emerge. For better or worse, myprofessional identity has now self-evidently been shaped by myattempts to make these processes public (p. 238).

The results of this study have led us to believe that there is

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10. What suggestions would you make for teacher educationprogrammes to enhance the development of a teachingidentity in student teachers?

11. Is there anything you would like to add about developinga teaching identity?

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L. Thomas, C. Beauchamp / Teaching and Teacher Education 27 (2011) 762e769 769

Understanding new teachers professional identities through metaphorIntroductionStudying the development of professional identityDefinition of metaphorUsing metaphors to explore professional identity

ObjectivesMethodologyContextData collection proceduresThe methodology of metaphorData analysis process

FindingsImplications for teacher educationAcknowledgementsAppendix 1References