Struggling for a Professional Identity: Two Newly Qualified Language Teachers' Identity Narratives during the First Years at Work.

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Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession (2014, background): “…preparation have been attributed to the rise in teacher attrition (Jalongo & Heider, 2006); however, a new wave of literature which seeks to understand this phenomenon has shifted its gaze towards the subjective experience of new teachers (Haggarty & Postlethwaite, 2012; Ruohotie-Lyhty, 2013).”
Autoethnography as a research method: Advantages, limitations and criticisms La autoetnografía como un método de investigación: ventajas, limitaciones y críticas (2013, background): “Autoehtnographies or personal narratives have been used in language classrooms to find out about future teachers identity, self-concept and motivation (Macalister, 2012; Masako, 2013; Ruohotie-Lyhty, 2013).”
Multiple dimensions of teacher identity development from pre-service to early years of teaching: a longitudinal study (2017, background): “As Ruohotie-Lyhty (2013) noted, Akkerman and Meijer’s dialogical approach addresses not only those shared features through the concepts of multiplicity, discontinuity and the social, but also how individuals, as agents, strive to develop stable and continuous sense of self.”