An investigation into the construction of secondary geography teacher identity

Till, Ruth Hannah ORCID: 0009-0007-0694-030X (2025). An investigation into the construction of secondary geography teacher identity. University of Birmingham. Ph.D.

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Abstract

Over the past thirty years there has been increasing interest in teacher identity. Although there is no clear consensus of a definition of teacher identity, theoretical understanding has remained consistent for the past two decades. It is widely accepted that teacher identity is complex, multifaceted and dynamic, and is influenced by a range of factors, including:
• personal narratives and biographies;
• social and organisational contexts; and
• disciplinary and pedagogical knowledge.

This thesis investigated the construction of secondary geography teacher identity. There has previously been limited research focusing on geography along with other non-core curriculum subjects. This research aimed to contribute to the current knowledge gap by specifically drawing on the experiences of current and previous secondary geography teachers, who had taught in England, to contribute to the understanding of secondary geography teacher identity.

The two phases of data collection took place between October 2020 and March 2022 against a backdrop of educational reform and a global pandemic. During this time, there were national and local lockdowns due to the Covid-19 pandemic. As a result, data collection took place remotely. Two hundred and thirty-seven secondary geography teachers contributed to the online survey, and fourteen of these participants undertook an interview. Participants ranged from those who were Early Career Teachers, to those with over forty years’ experience of teaching.

Through the collection of their narratives, the research provides insights into participants’
experience of:
• their geography education;
• their teacher education;
• their career; and.
• potentially why they have left the profession

The findings provide insight into participants’ geography journey, why they decided to become geography teachers, why some have remained geography teachers and why others may decide to stop teaching geography and/or leave the profession entirely.

It is evident from this research that the development of a teacher’s identity is not linear, as it shifts in time and context. In the literature, these shifts are an acknowledged part of becoming a teacher. The call for more rigorous exploration of identity is to ensure that teachers can address tensions and conflicts when they arise. If teachers are given the skills to address these tensions, it can be extremely valuable in creating greater awareness and offer a real opportunity for creativity and learning. However, if these tensions are not recognised and acknowledged, it can, at best, lead to a lack of fulfilment and disengagement, and at worst, result in a teacher leaving the profession.

Understanding the geography pipeline, and secondary geography teacher identity formation specifically, has the potential to offer practical applications not only for secondary geography teachers, but also for schools, teacher education and policy formation, ensuring both the recruitment of future secondary geography teachers and retaining those already in the profession.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):