Dominant identity constructions in the three studies

When the result of the three studies are compared, three identity constructions breaks through as dominant across the whole material, namely a) the teacher as pupil centred, caring and including, b) the teacher as cooperation-oriented and c) the teacher as innovative and willing to change and develop. Table 9 gives an overview and description of these three identity constructions in the three studies.

As the table shows, the teacher as cooperation-oriented is not identified as an individual identity construction in the teacher interviews. The features characterising this identity construction is however very much present in the two other teacher identities, “The caring and kind teacher” and “The creative and innovative teacher”, and is thus an important element in the construction of teacher identity in the teachers’ narratives.

Table 9 Overview and description of dominant identity constructions in the three studies Teacher

Interviews The caring and kind teacher This teacher feels close to the pupils, cares for them and feels responsible for their well being and development. Good relations and cooperation with the pupils are important to make sure that the children feel safe and experience a good social environment in the school. This is essential, as learning is thought of as impossible if the pupils don't feel safe. pupils is also essential to this teacher.

Educational

policy The including and pupil-centred teacher

This teacher is occupied with the facilitation of learning possibilities and curriculum for the individual pupil. Inclusion is a key-word and all pupils are to be met in accordance with their needs and their possibilities.

The teacher must meet pupils with care and compassion, but also the necessary amount of demands and challenges.

The socially oriented and cooperation-orientated teacher

This teacher is socially conscious and the creator of good learning possibilities and a safe social environment for all the pupils. To be a visible leader is considered important feature within this identity construction.

In addition it is considered vital for the teacher to be able to coordinate learning activities and cooperate with pupils, colleagues, parents and other relevant partners in the local community.

The caring and loyal teacher This teacher cares for the pupils and make sure their needs are met. He/she also has the ability to se the potential in every child, as he/she has a genuine interest in their pupils. Their relation to their pupils is built on trust, equality and respect.

This teacher is loyal to the child and will take action if political decisions, curriculum, other people or circumstances puts the child’s best at jeopardy.

The cooperating and open minded teacher

This teacher understands that cooperation with colleagues is necessary to reach educational goals and develop the school as an organisation. S/he believes in equality, fellowship, and diversity multiculturalism. S/he accepts other people’s opinions, cultures and perspectives. S/he meets colleagues / parents in dialogues and cooperation with respect and without dominance, control and misuse of power.

The developing and

It is however the first identity construction of the teacher as pupil centred, caring and including that is especially paramount in all three studies. Table 10 below gives a brief overview and description of how this identity construction is constructed and gains its position in the three sets of material.

Table 10 Overview and description of the pupil centred, caring and including teacher identity from the three studies

Material Description of the dominant identity

construction Description of how this identity

is constructed and gains its prominent position

Teacher

Interviews The caring and kind teacher

This teacher feels close to the pupils, cares for them and feels responsible for their well being and development. Good relations and cooperation with the pupils are important to make sure that the children feel safe and experience a good social environment in the school. within this identity is essential for learning results, as learning is thought of as impossible if the pupils don't feel safe.

Educational

policy The including and pupil-centred teacher This teacher is occupied with the

facilitation of learning possibilities and curriculum for the individual pupil.

Inclusion is a key-word and all pupils are to be met in accordance with their needs and their possibilities. The teacher must meet pupils with care and compassion, but also the necessary amount of demands and challenges.

This teacher identity is

constructed in order to prevent the destruction of pupils’

immanent urge to learn. The identity construction has a pupil centred approach with focus on adaptive teaching. This will ensure the inclusion of all pupils and thereby also their learning.

For teachers to position

themselves within this identity is essential to ensure learning for the individual pupil, in addition to a future democratic society.

Union of Education Norway

The caring and loyal teacher

This teacher cares for the pupils and makes sure their needs are met. He/she also has the ability to se the potential in every child, as he/she has a genuine interest in their pupils. Their relation to their pupils is built on trust, equality and respect. This teacher is loyal to the child and will take action if political decisions, curriculum, other people or circumstances puts the child’s best at jeopardy policy. For teachers to position themselves within this identity is essential to maintain equal education for all, as this position include opposition towards marked oriented and accountability focused understandings of education.

This identity construction has also been subjected to discussions and has had much of the attention in my three papers, and will consequently be the point of departure for the continuing discussion in this thesis. In the next sections I will focus on and discuss how teachers are positioned as pupil centred, caring and including. I will elaborate on how it is possible to understand in what ways dominant discourses, and dichotomies in the field of education and elementary school have relevance for the narrative construction of teacher identity. I will start this discussion by briefly sketch out how the prominent position of the

teacher as pupil-centred, inclusive and caring can be interpreted and understood within some explanatory frameworks.

6.2.2 The dominant position of the teacher as pupil centred, inclusive and caring