Narratives in conflict: Exploring the intersection of idealism and reality for early career teachers
Written by: Andrew Jones
6 min read
ANDREW B. JONES, ASSISTANT HEADTEACHER FOR TEACHING AND LEARNING, THE REACH FREE SCHOOL, RICKMANSWORTH, UK; EdD CANDIDATE, THE OPEN UNIVERSITY, UK
Introduction
In the context of teacher development, master and counter-narratives play a pivotal role in shaping teacher identities and their professional journeys. Master narratives, as defined by Hyvärinen (2020), are prevailing societal stories that set conventional expectations and norms within a profession. They provide a structured framework that guides the perceptions and actions of teachers, often reflecting broader cultural, political and institutional ideologies. In contrast, counter-narratives are stories that challenge and diverge from these dominant narratives, offering alternative perspectives and resisting established norms (Juutilainen et al., 2024). These narratives are crucial for understanding the dynamic and negotiated nature of teachers’ professional identities, including the unique beliefs and values that define on
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