|Títol||Veteran teachers’ identity: what does the research literature tell us?|
|Publication Type||Journal Article|
|Year of Publication||2017|
|Authors||Carrillo, C, Flores, MAssunçao|
|Journal||Cambridge Journal of Education|
|Keywords||professional identity, resilience, teacher commitment, teacher emotion, Veteran teacher|
This paper provides an overview of research on veteran teachers and teacher identity. It analyses issues at the personal, situated and professional levels that have been shown to impact on veteran teachers’ identities. The search included empirical studies published in peer-reviewed journals between 2005 and 2016. In total, 19 papers were analysed. Findings revealed that many studies focused on veteran teachers’ resilience. Issues concerning veteran teachers’ identities are key to understanding why they remain in the profession and are able to sustain their motivation and commitment over time. Many veteran teachers portrayed in the literature built on their confidence regarding their professional competence and relied on internal and external issues to maintain their motivation and commitment to teaching. The role of emotions in the transformation of veteran teachers’ identities and the permeable boundaries of the personal, situated and professional scenarios influencing veteran teachers’ identities are highlighted in the paper.