'We don't question whether we can do this': Teacher identity in two co-teachers' narratives

Abstract

Through the concept of teacher identity, this article examines in detail the factors in the process through which thetwo teachers under study changed from traditional teachers into coteaching professionals. The interview data were analysedby thematic narrative analysis. The results showed that the teachers' own attitudes, conflicts in their classrooms and experience of collaboration had created an idea of co-teaching. This idea, combined with a supportive school culture, resulted in the final solution - a shared classroom. It can be concluded that when a certain kind of teacher identity is combinedwith supportive collegiality, it can lead teachers to find positive solutions to a stressful situation within their profession.