Search results for: Schatz-Oppenheimer Orna
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As global migration increases, teachers increasingly need to cope with the difficulties of immigrant students. Using the narratives of beginning teachers, the authors focus on two main questions: What process do beginning teachers undergo in coping with injustices committed against their students? And how do they act in cases of social injustice that arise in their work? The narrative inquiry on which this article is based helps to gain a better understanding of beginning teachers’ social justice experiences and perceptions. Findings point to a process of critical reflection on exclusion and inclusion which prompts action for social justice on two levels: individual and school system. The article sheds light on the contribution of beginning teachers’ narratives to understanding the notion of social justice, and its significant implications for teacher education.
Updated: Dec. 29, 2020
Utilizing the story as a research tool enables the individual to make unique voice heard and provides information regarding identity. In the education system, we study stories and place the emphasis on beginning teachers. During recent years, hundreds of stories have been collected from teachers in their first year of teaching. The stories were collected by means of a 'call' addressed to those individuals specializing in teaching to participate in a 'story contest'. As a result of the contest, we have collected thousands of stories, all of which enable us to examine the professional reality of beginning teachers in their first year of work. Two processes emerged: (1) the written stories describe and reflect the event that occurred in reality, and (2) the stories construct and shape reality. The processes of reflecting, constructing, and shaping are expressed on two levels: the individual level and the systemic-organizational level.
Updated: Dec. 13, 2016
This article examines the psychological processes involved in constructing professional identities among novice teachers as expressed in stories they wrote about their induction year. The examination of these processes through narrative analysis with a literary dimension focuses on the teachers’ struggles with the conflicts, tensions, and gaps that arose during this year. The findings reveal that every story emphasizes one of the three aspects with which the novice teachers cope: has conflict, tension and gaps with which the novice teachers must cope.
Updated: May. 17, 2015