Teacher identity construction of a black male beginner teacher in the Intermediates Phase

Abstract

In this study, I explored my teacher identity construction as a Black male beginner teacher who was trained in the Further Education and Training (FET) phase but taught and still teach in the Intermediate Phase. This study adopted autoethnography as the research design, which allowed me to explore and make meaning of deeply personal experiences within a specific culture in a scholarly manner. This study was driven by two main questions, namely “How did I construct my identity as a Black male beginner teacher in the Intermediate Phase (IP)?” and “Why did I construct my identity as a Black male beginner teacher in the IP in this way?” Being a qualified male beginner FET teacher in the IP where there are fewer male than female teachers have made me question my teacher identity. From an epistemological point of view, this study was underpinned by the interpretivist paradigm. Theoretically, I designed a conceptual framework that included relevant concepts from possible selves theory (Markus & Nurius, 1986) and social role theory (Eagly, 1987). Methodologically, a qualitative research paradigm was chosen for this study, which employed autoethnography as the research design. I was the sole participant in this study and generated my data by conducting self-interviews, doing memory work, and from external data such as photographs and a researcher’s journal. Co-constructors of knowledge were involved in the study to corroborate my memories through the process of verisimilitude as a quality measure. To analyse my data, I followed the process of thematic data analysis where the main theme and sub-themes were identified. The findings included past experiences influencing my beginner teacher identity, intrinsic perception of and experiences contributing to my beginner teacher identity, experiences of my beginner teacher identity in a state of transition and experiencing my emergent teacher identity as a fluid state. The study recommends that professional development should be given to beginner teachers who have not been trained for the phase in which they are teaching. The benefit of this study will allow other people to link their personal stories The study could be used in a similar situation, for example where qualified male beginner teachers are qualified for the FET Phase but are teaching in the IP, or beginner teachers who are qualified for the IP. The study can be used for future research in the field of teacher identity and for continuous professional development purposes