Abstract:
In this qualitative case study, we explored the experiences of beginner teachers who chose two different
routes—full-time and part-time studying—on the journey to becoming teachers and we report on the influences
of this choice on their emergent beginner teacher identities. We purposefully selected two groups of participants,
each consisting of three who studied full-time and three who studied part-time. The latter worked part-time at
schools or in similar educational contexts while they were studying. Epistemologically underpinned by the
interpretivist paradigm, we employed the Possible Selves theory (Marcus & Nurius, 1986) as the theoretical
lens. Inductive thematic analysis of data demonstrated three main themes. First, data showed a distinct
divergence between the perceptions of initial beginner teacher identity states in the two groups of participants.
Second, both groups of participants agreed that time is a significant factor in the complex psychological
processes required for the construction of a beginner teacher identity. Third, both groups strongly considered
practical experience as an essential factor for beginner teacher identity development.
