Using possible-selves theory to understand the identity development of new teachers

By D. Hamman, Kevin P. Gosselin, Jacqueline E. Romano, Rommel L. Bunuan. 2010

222 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3d17996681cabfcfe6b89fb6bb266bb530f88639

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Sonja Lutovac
2. Raimo Kaasila
3. Alexis Jones
4. Meghan A. Kessler
5. Markku S. Hannula
6. A. Laine

In Experimental and Cognitive Psychology

1. Alexis Jones
2. Meghan A. Kessler

In Social Psychology

1. Alexis Jones
2. Meghan A. Kessler

Citations in the corpus

• Teachers' Emotion and Identity Work During a Pandemic (2020, background): “New teachers, in particular, consider their possible selves when forming their identities within the domains of relationships, management, instruction, and professionalism (Hamman et al., 2010).”
• Pre-service teachers’ future-oriented mathematical identity work (2014, background): “Because possible selves are created within an individual’s social and cultural context, they are also likely to be derived from what is valued, or perceived as valued within these contexts (Hamman et al., 2010). Similarly, Brown & McNamara (2011) discuss a multitude of “external demands” that form p”
• Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, unknown): “Research on teachers ’ sense of their professional identity has mainly focussed on what affects — the development of — teachers ’ professional identity (e.g. Hamman et al. 2010).”