Samenvatting

We explore how pre-service teachers experience and deal with professional identity tensions during internships in diverse urban primary schools in the Netherlands. The research focuses on the challenges that arise when these teachers’ normative beliefs conflict with those of their pupils, parents, or colleagues. Through interviews with 10 pre-service teachers, five strategies which can help them handle such tensions were identified: adapting themselves to others’ perspectives, avoiding confrontation, not forcing the other to do something, being clear about one’s own beliefs and not adapting to other people’s beliefs, and seeking connection with other people. The findings highlight the complexity of balancing personal and professional identities, emphasizing the need for teacher training programs which can prepare teacher candidates and teachers for these normative challenges.