A good news story: Early-career music teachers' accounts of their “flourishing” professional identities

Julie Ballantyne, Katie Zhukov

Research output: Contribution to journalArticleResearchpeer-review

18 Citations (Scopus)


This paper explores early-career teachers' perceptions of their professional identities, and factors impacting on their success. Findings reveal that despite discussing experiences of isolation, heavy workload, exhaustion, and lack of work-specific skills, most of the teachers interviewed demonstrated a wide range of professional and personal skills associated with a positive outlook on life and career. This evidence of ‘flourishing’ in the lives of early-career teachers offers a new perspective on ways to approach support and preparation for the early years in the profession.

Original languageEnglish
Pages (from-to)241-251
Number of pages11
JournalTeaching and Teacher Education
Publication statusPublished - 2017
Externally publishedYes


  • Early-career teachers
  • Identity
  • Induction
  • Music education
  • Positive psychology
  • Resilience
  • Socialisation
  • Teacher education

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