Exploring Grade R teachers’ perceptions of their professional identity: Who am I?

Abstract

Understanding Grade R teachers’ professional identities seems to be quite bleak because they are not sure where they feature in Primary schools or pre-primary schools. Their professional identities are in sport light due to the issue mentioned above.  This study explores Grade R teachers’ perceptions of their professional identity and qualifications. Grade R teachers’ professional identities are based on the collaboration between teacher education institutions and schools. However, this thinking tampers with what teaching practice is an essential prerequisite for what good teacher education requires. The study was underpinned by decoloniality theory and qualitative research within the interpretive paradigm. All the Grade R teachers participated in this study. Data was generated through semi-structured interviews. We divided the time into two hours per interview to generate data in two days to allow the teachers enough time to respond to the questions. Thematically the teachers’ voices were analyzed. The findings suggest that creating multifaceted images, community values, self-beliefs, and motivation can influence how teachers interpret their personal experiences in the program. Prominent among the results regarding the motivational aspects of teaching is a perception of the profession as granting intrinsic rewards. Teaching is perceived as, according to self-realization, providing a sense of purpose and mission and enabling lifelong development. The personal investment that is interwoven with their lived experiences before they enter the program is coupled with the three different forms of engagement, which are: participation, alignment, and imagination can translate to who they are as people that develop their identities in their career path and interactions in a teacher community at large.