Search results for: Schultz Katherine

This article examines the written narratives and poetry of new teachers in two different pathways into teaching to deepen our knowledge about how teachers construct a professional identity, to further understand the role of narrative and inquiry in teacher learning, and to add to conversations about the design of teacher preparation programs. An analysis of the teachers’ narratives reveals that their professional identities were shaped by their membership in a range of knowledge communities, including the Narrative Writing Group and also their schools, network of friends, and the preparation programs. The narratives of professional identity development were shaped in relationship to other people, including mentor teachers and students.