PAULA DAINES, DEPUTY HEAD OF SCHOOL, ANGLIA RUSKIN UNIVERSITY, UK
MATTHEW TRAGHEIM, MODULE LEADER (MA IN EDUCATION), COVENTRY UNIVERSITY, UK
Teacher identity can be important to forge at the beginning of a career in teaching. However, this would assume that it is a solo pursuit and that entrance into the profession is merely about ‘becoming’ a teacher. All early career teachers (ECTs) join a community of existing teachers and therefore have to develop their sense of belonging over time (Rushton and Towers, 2023). Depending upon the profile of the ECT, this can be more difficult, particularly if they do not meet the normative expectations of a teacher. Understanding the ‘community of practice’ (Lave and Wenger, 1991) that makes up the school setting is of paramount importance for any newcomer. This article seeks to explore the perspectives of both male and female ECTs who are traversing the bridge from becoming to belonging as a teacher, at different points in their lives. W
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