דנה ודר-וייס

This study examines veteran and novice teachers’ identities in the policy, culture and practice of an Israeli teacher leadership initiative. Building on four years of ethnographic fieldwork, we used discourse analytic methods to investigate references to “veteran” and “novice” teachers in staff meetings, professional development, and interviews. While experience is valued in most professional contexts, it was treated with ambivalence in this leadership initiative. “Veterans” were seen as knowledgeable and confident but resistant to change and learning. “Novices” were seen as potential leaders but insecure and lacking expertise. We discuss implications for teachers' work, learning and the educational system.