Educator versus subject matter teacher: the conflict between two sub-identities in becoming a teacher

• Published in: Teachers and teaching, theory and practice Vol. 23; no. 5; pp. 532 - 548
• Main Authors: Popper-Giveon, Ariela, Shayshon, Bruria
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 04.07.2017; Taylor & Francis Ltd
• Subjects: Beginning Teachers; Beliefs; Educational Attitudes; Foreign Countries; homeroom teacher; Preservice Teachers; Professional Identity; Qualitative research; Reflective Teaching; Semi Structured Interviews; Student Teacher Attitudes; student-teachers; subject teacher; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Role; teacher training; Teaching (Occupation); Israel (Jerusalem)
• ISSN: 1354-0602; 1470-1278
• DOI: 10.1080/13540602.2016.1218841

Research literature often addresses the problems entailed in the integration of beginning teachers within the education system. Most studies emphasize the conflicts these teachers experience, especially between the personal and professional aspects of their profession. We conducted qualitative research among participants and graduates of the Program for Excellence in Teaching at a teachers' college in Jerusalem, Israel, revealing another conflict. In determining their professional identity, beginning teachers face a dilemma between two sub-identities: the teacher as a subject matter and didactic expert and the teacher as a homeroom educator. We characterize these two sub-identities and analyze their implications for teacher training programs.