Abstract
This research explored the incidental learning experienced by pre-service trainee teachers in the post-fourteen sector, and the impact this had on the development of professional identity.
The research followed a multiple case study approach over one academic year, via a range of methods, such as focus groups, one to one interviews and reflective journal accounts. A theoretical framework was produced from a literature review which was used to analyse the primary data. The results offered insights into the placement experience and the way professional identity is born from what can be a challenging context.
The research identified an incidental learning space which is generated within a placement which enables a holistic deep sense of professional identity to develop. The research uncovered the symbiotic way that dual professionalism operates for arts based subject teachers and how the overlap between these identities shape future development through ongoing, active participation.
Some of the recommendations arising from the findings include rigorous recruitment and ongoing training for mentors along with time and support provided for trainee teachers to process their learning experience and develop reflective practice. Alongside this, formal induction processes should be in place as well as observation training for trainee teachers at the beginning of the programme to enable them to be properly prepared and develop their ability for ‘noticing’.
The research builds on existing evidence by offering an updated incidental learning theoretical framework which can be used to support professional identity development for trainee teachers.