The Impact of External Contextual Factors on Teaching Candidates

The formation of a teacher’s identity is considered dynamic process influenced by internal and external contextual factors. This article explores the impact that factors have on teacher candidates’ identities presenting findings an empirical qualitative study investigated relationship between beliefs their demonstrations representations teaching learning nationally standardised portfolio assessment. Metaphor analysis stimulated recall were used to explore this relationship. found while student in assessment severely constrained cooperating teachers scripted curriculums. However, also candidates could articulate differences about learning. Candidates routinely made suggestions align future more closely metaphors for teaching. concluded did not change but took up temporary based these findings. They ways navigate (teaching) context remaining committed good suggests how education system contexts what programmes need do strengthen face negative influences.