Original published by Impact (issue 23). Full citation below.

Introduction

In the context of teacher development, master and counter-narratives play a pivotal role in shaping teacher identities and their professional journeys. Master narratives, as defined by Hyvärinen (2020), are prevailing societal stories that set conventional expectations and norms within a profession. They provide a structured framework that guides the perceptions and actions of teachers, often reflecting broader cultural, political and institutional ideologies. Counter-narratives, on the other hand, are stories that challenge and diverge from these dominant narratives, offering alternative perspectives and resisting established norms (Juutilainen et al., 2018). These narratives are crucial in understanding the dynamics of teacher agency, as they highlight the relational and negotiated nature of teachers’ professional identities, which is the unique beliefs and values defining one’s role as a specific type of teacher. (Heikkilä et al., 2022). This is particularly significant for novice teachers (Sharma, 2018; Juutilainen et al., 2018; Heikkilä et al., 2022; Fornaciari and Juutilainen 2023) and, as outlined below, is evident amongst early career teachers (ECTs) in my own school and locality.

Master narratives

In teaching, master narratives encompass the idealistic views prospective teachers hold about the profession, typically formed through an ‘apprenticeship of observation’, where individuals spend years observing teachers during their own schooling (Sharma, 2018). These observations lead to implicit personal theories about teaching and learning, influencing how new teachers perceive their roles and responsibilities (Furlong, 2020). Research suggests that ECTs’ master narratives often include perceptions of teaching as a noble, impactful profession, where teachers inspire and change lives, and foster a love for learning in students (Hyvärinen, 2020). These deeply ingrained narratives shape new teachers’ initial professional identities but can create rigid frameworks resistant to change when confronted with the complexities and realities of teaching.

Counter narratives

Counter-narratives respond to the dominant master narratives, offering stories and beliefs that challenge or diverge from prevailing narratives. In teacher development, counter-narratives form when ECTs encounter the practical realities of teaching, such as classroom management challenges, administrative demands and pressures from accountability measures like the Department of Education’s Early Career Framework (ECF). These counter-narratives reflect a shift from idealistic perceptions to a nuanced understanding of the profession, including experiences of disillusionment, struggles with diverse student needs and the realisation of educational systems’ limitations. Counter-narratives play a crucial role in professional growth, prompting critical reflection and adaptation, leading to more realistic and resilient professional identities (Heikkinen et al., 2019).

The interplay of master and counter-narratives

The interaction between master and counter-narratives is dynamic and significantly impacts the formation of professional identity. Early career teachers (ECTs) navigate their initial years by balancing idealistic views with counter-narratives drawn from lived experiences, critically examining their beliefs, values, and practices to form a more integrated professional identity. Heikkilä et al. (2022) found that Finnish teachers often adhere to master narratives despite rigid accountability demands by maintaining professional autonomy where possible, such as in their choice of teaching strategies and enthusiasm for their subjects. Similar trends are observed among Irish trainee teachers (O’Brien and Furlong, 2015; Furlong, 2020). However, tensions arise when the balance between their idealistic views and the demands of the profession shifts towards the latter. In this context, counter-narratives – often reflecting disillusionment or resistance to government or school policies – are crucial for understanding the relational nature of professional identity. Researchers highlight that ECTs frequently craft counter-narratives that resist traditional authority, emphasising personal experiences and emotional safety, thereby asserting their professional identities and challenging conventional expectations (Juutilainen et al., 2018; Fornaciari and Juutilainen, 2023). This can lead to conflict with hierarchical structures, performance issues, or even ECTs leaving the profession.

Understanding this interplay is essential for teacher education programmes, which should provide supportive structures for critical reflection and professional growth, better preparing ECTs to manage the complexities of the profession and develop sustainable teaching careers.

Case study context

This summary explores the views of three ECTs regarding master and counter-narratives, based on 50-minute semi-structured interviews conducted at a comprehensive secondary school in Rickmansworth, Hertfordshire. It also includes the views of 19 ECTs from five different secondary schools in the Watford area, based on survey data. Their responses reflect the tension between their idealistic views of teaching and the realities encountered during their initial years in the profession.

ECT master narratives

In a similar vein to the pre-existing research, master narratives among ECTs in this case study typically embody an idealistic and often romanticised vision of teaching. The most common trend in master narratives is the view of teaching as an inspiring and impactful profession. Several respondents mentioned wanting to ‘inspire students’ or ‘make a difference.’ Additionally, a few perceived teaching as relatively straightforward, with comments reflecting a belief that it would be ‘easy’ and limited to school hours.

For instance, one respondent shared, ‘I thought about becoming a teacher to inspire students and make a difference in their lives.’ Another noted, ‘I had a pastoral master narrative, where I saw myself closely connected to students and their personal growth.’ Additionally, several respondents highlighted a perception of teaching as straightforward and manageable. One ECT recalled, ‘I thought it was easy and only worked during the school hours.’ This sentiment underscores the simplicity and naivety often associated with pre-training perceptions of the teaching profession.

Another positive trend identified in master narratives is the perception of teaching as fulfilling and rewarding. Some respondents expressed a passion for the profession and a love for teaching, viewing it as a vocation rather than just a job. One teacher mentioned, ‘I saw teaching as a rewarding career where I could share my passion for learning with students.’ This reflects a deeper, intrinsic motivation among some ECTs to pursue teaching.

ECT counter narratives

As ECTs progressed through their training and early years of teaching, many encountered realities that starkly contrasted their initial master narratives. These counter-narratives reflect a more complex and challenging view of the profession. One teacher noted, ‘I didn’t realise how out of touch with the students’ lives and struggles I would feel.’ This comment emphasises the gap between idealistic expectations and the demanding nature of the job.

Another teacher expressed the unexpected difficulties encountered, stating, ‘It is hard work but very rewarding and fulfilling.’ This reflects a nuanced understanding where the challenges of the profession are acknowledged alongside its rewards. The reality of administrative tasks and the pressure from accountability measures also surfaced as significant counter-narratives. One ECT highlighted, ‘I had very honest conversations with my teachers about the administrative load and the pressures of accountability.’

Overall, the counter-narratives revealed a significant shift towards recognising the challenges of the profession. Common themes included the acknowledgement of teaching as ‘hard work,’ facing ‘administrative demands’ and experiencing ‘pressure’ from accountability measures. These responses illustrate a more complex and demanding reality compared to their initial expectations.

Mitigating the gap: Recommendations for schools 

To bridge the gap between master and counter-narratives, ECTs provided several recommendations for schools, leadership, and colleagues:

1. Honesty and transparency: ‘Be honest as early as possible,’ one respondent suggested. This includes setting realistic expectations during training and early career stages and acknowledging that the job is tough.
2. More peer-to-peer support: Extra time for professional discussions and collaboration amongst ECTs was another recommendation. One teacher proposed, ‘An extra hour off from teaching for time to socialise and discuss [professional issues] with colleagues would help.’
3. Acknowledging individual differences: Recognising that each teacher’s experience is unique and providing tailored support was highlighted. ‘I feel I have only dealt with the tip of the iceberg when it comes to the complexities of teaching the types of pupils in my classroom,’ shared one respondent. Others suggested the ECF was too generic and they would prefer more traditional mentor sessions with experienced colleagues.
4. Workload Reduction: Most respondents mentioned this, with quite a few advocating for ‘extra free periods for ECTs’. More controversially, some suggested reducing the ECT programme, including, ‘just a one year training programme.’ While the latter might not be feasible, the former is worth considering.

Conclusion 

This case study reveals a significant shift from idealistic master narratives to more grounded counter-narratives among ECTs. This shift underscores the need for teacher education programmes to address both narratives effectively. By fostering an environment of honesty, providing opportunities for peer-to-peer collaboration and offering robust support systems, schools can help ECTs navigate the complexities of the profession and develop resilient, authentic professional identities. Understanding and addressing these narratives is crucial for retaining teachers and ensuring their long-term success and satisfaction in the profession. ​

References

• Fornaciari A and Juutilainen M (2023) Who has the power to define the ideal teacher? Insights into the social structure of Finnish teacher education. Frontiers in Education 8, Article 1297055.

• Furlong C (2013) The teacher I wish to be: exploring the influence of life histories on student teacher idealised identities. European Journal of Teacher Education 36(1): 68-83.

• Heikkilä M, et al. (2022) Exploring the relational nature of teachers’ agency negotiation through master- and counter-narratives. British Journal of Sociology of Education 43(3): 397–414.

• Hyvärinen M (2020) Toward a theory of counter-narratives: narrative contestation, cultural canonicity, and tellability. In: Lueg K and Lundholt MW (eds) The Routledge Handbook of Counter-Narratives. Milton Park, UK: Taylor and Francis, pp. 17-29.

• Juutilainen M, et al. (2024) Beginning student teachers’ agency in teacher identity negotiations. Teacher Development 28(2): 178-194. 

• O’Brien M and Furlong C (2015) Continuities and discontinuities in the life histories of teacher educators in changing times. Irish Educational Studies 34(4): 379-394.

• Sharma M (2022) Learning to teach: Narratives and counter-narratives about preservice teachers. Georgia Educational Researcher 19(2). 

Suggested citation: Jones, A. B. (2025). Narratives in conflict: Exploring the intersection of idealism and reality for early career teachers. Impact: Journal of the Chartered College of Teaching, 23. https://my.chartered.college/impact_article/narratives-in-conflict-exploring-the-intersection-of-idealism-and-reality-for-early-career-teachers/ 

Picture credit: PICRYL (used under a Creative Commons Licence)