“Too important to overlook”: How school professionals construct their role identity

At the heart of all education is the practice of school professionals. Understanding how they construct their role identity is important, as it has been associated with influencing self-efficacy, motivation, commitment and effectiveness.

The systematic literature review explores how student and novice mainstream teachers construct their professional role identity.

A systematic search identified 14 qualitative studies from 9 different countries which explored the development of professional teacher identity in the early career phase.

These studies were evaluated for their methodological quality, methodological relevance and topic relevance.

Findings from the studies were synthesised and three overarching themes emerged from the data as important to professional teacher identity construction (relationships, core beliefs and development).

The review suggests the fluid nature of professional teacher identity and the importance of these factors within teachers' initial training and practice.

Recommendations for future research and Educational Psychology practice are discussed.

The empirical paper explores Teaching Assistants' (TAs') role perception, role construction and role effectiveness in mainstream primary schools in a London borough.

A mixed methods research design was employed. 11 TAs were interviewed and each completed an individual repertory grid, with 7 TAs completing a follow up group repertory grid.

Thematic analysis identified 6 organising themes regarding TA role perception: being supportive, involving continuing development, an aspect of teaching, requiring a certain type of approach, overcoming challenges and extending beyond the classroom.

85 constructs were elicited from repertory grids.

Following content analysis, 9 superordinate constructs were created as important characteristics to the TA role (communication, support, preparation, teaching, behaviour management, collaborative working, attitude, knowledge and being approachable).

Analysis suggests individual differences exist in the way TAs construct their role.

Implications for practice and future research are discussed.