Constructing configurations to capture the complexity and uniqueness of beginning teachers’ professional identity

This study focuses on the complexity and uniqueness of 45 beginning teachers’ professional identity, an important perspective that is usually not explicit part induction programmes. Data were collected in four workshops designed to support teachers reflecting personal contextual aspects influence (the development of) their identity. Based these reflections, portraits each teacher constructed. Five overarching identity themes emerged from portraits: Classroom management, Students learning, Workload, Collaboration Standing up for oneself. All visualised into a configuration consisting aspects, arranged according three foci: focus oneself, students, team/organisation. The configurations differ magnitude but do justice unique complex nature teacher. Constructing promising way understanding what really matters helping them deepen reflection.