Justification: Early career teachers are both fragile and vulnerable (Mantei, 2010, p.

vi) during their first years of teaching. Research shows that teachers without a strong sense of professional identity crucial to the well-being of new members of the profession (Thomas & Beauchamp, 2007, p.229) are more likely to leave the teaching profession prematurely (McCormack, Gore & Thomas, 2004). This document: Provides a proforma to outline your personal teaching pedagogy which founds a unique teaching and learning philosophy. Provides some reflective questions upon which to establish a description of your professional identity. Makes recommendations of practices to develop and sustain a robust professional identity. ELEMENT 6 Capacity to analyse and reflect on practice 6.1.1 Demonstrate a capacity to reflect critically on and improve teaching practice.

Manteis (2010, p.322) research states an identity that is durable, resilient and responsible can support early career teachers to withstand the challenges and setbacks of early teaching. Yet how is this identity formed? Can it be fostered? and How does it evolve?

To begin highlighting elements of your professional identity which are already developed, complete the following proforma: My Teaching and Learning Philosophy.

My Teaching and Learning Philosophy I am committed to establishing a safe classroom. How?

Why? I am committed to delivering coherent and sequenced learning experiences How?

Why? I am committed to delivering content knowledge using the syllabus documents How?

Why? I am committed to applying my knowledge of educational theory to my classroom practice. How?

Why? I am committed to incorporating Aboriginal perspectives throughout my teachings. How?

Why? I am committed to differentiating the curriculum. How?

Why? I am committed to implementing innovative technology within the classroom. How?

Why? I am committed to being a positive role model for my students. How?

Why?

Professional Identity and Reflection It is not uncommon for teachers to reflect on who they are, what kind of teacher they want to be and how they see their role as a teacher (Korthagen, 2004). Understanding and appreciating the complex nature of teaching and being a teacher is imperative to identity formation (Beauchamp & Thomas, 2010; Cattley, 2007; Sachs, 2005).

The literature presents a plethora of research which promotes reflection as key to the emergence and subsequent development of a professional identity (Beauchamp & Thomas, 2010; Cattley, 2007; Schn, 1983; Steffy & Wolfe, 2001; Walkington, 2005). Reflection is seen as a vehicle for change (Cattley, 2007). Steffy and Wolfes (1997) Life Cycle of the Career Teacher model argues the crucial role reflection play in managing feelings of anxiety, uncertainty and vulnerability felt by inexperienced teachers as it prompts change at various stages along the professional practice continuum.

The following questions are posed to initiate reflection on your unique Professional Identity!

Who has influenced your teaching journey?

How does your identity or personality influence your teaching?

Why did you choose to study Primary Education?

How did you feel the first time you set foot in the classroom as a teacher?

From your past teaching experiences what has been the greatest moment so far in the classroom and perhaps the worst?

What kind of teacher do you want to be? How will other teachers know you are this sort of teacher? How will your students know you are this kind of teacher?

References: Beauchamp, C. & Thomas, L. (2010). Reflecting on an ideal: student teachers envision a future identity. Reflective Practice, 11, (5), p.631643. Cattley, G. (2007). Emergence of professional identity for the pre-service teacher. International Education Journal, 8 (2), p.337-347. Korthangen, F.A.J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, p.77-97. Mantei, J. (2011). The development of professional identity in early career primary teachers and its relationship to designing authentic learning experiences. PhD thesis, Faculty of Education, University of Wollongong. McCormack, A., Gore, J. & Thomas, K. (2004). Learning to teach: Narratives from early career teachers. Paper presented at the Australian Association for Research in Education, University of Melbourne, Melbourne. Sachs, J. (2005). Teach education and the development of professional identity: learning to be a teacher. In Denicolo, P & Kompf (Eds), Connecting policy and practice: Challenges for teaching and learning in schools and universities. Oxford, UK: Routledge. p. 5-21. Schn, D.A. (1983). The reflective practitioner: How professional think in action. New York, NY: Basic Books. Steffy, B.E. & Wolfe, M.P. (1997). The lie cycle of the career teacher: Maintaining excellence for a lifetime. West Lafayette, IN: Kappa Delta Pi. Steffy, B.E. & Wolfe, M.P. (2001). A life cycle model for career teachers. Kappa Delta Pi Record, 38 (1), p.16-19. Thomas, L. & Beauchamp, C. (2007). Learning to Live Well as Teachers in a Changing World: Insights Into Developing a Professional Identity in Teacher Education. The Journal of Educational Thought, 41 (3), p.229-243. Walkington, J. (2005). Becoming a teacher: Encouraging development of teacher identity through reflective practice. Asia-Pacific Journal of Teacher Education, 33 (1), p.53-64.