Teacher vulnerability in teacher identity in times of unexpected social change

The COVID-19 pandemic brought unexpected challenges to the lives and professional practice of teachers regardless their institutional context. Our understanding how viewed impact on perceived sense identity is largely unexplored, especially concerning working in post-compulsory sector. This article discusses findings from a small-scale qualitative research project that aimed investigate, `what teachers’ reflective stories tell us about perceptions identities times social change.’ To explore roles these challenging we used narrative approach format McAdams’s life-story interview (1993). Seven volunteer participants who formed purposive sample professionals variety education institutions UK were asked describe key episodes capture experiences covering period March 2020 end May 2021. focused changes impacted identity, specifically through vulnerability. Three main themes identified: vulnerability resulting questioning credibility; changing dynamics relationship development; pastoral role.