Search results for: Narratives
Page 2/5 42 items
Struggling for a Professional Identity: Two Newly Qualified Language Teachers’ Identity Narratives during the First Years at Work
The purpose of this article was to examine how two newly qualified teachers constructed their identity. The findings reveal that the participants’ stories display two different experience narratives: a painful and an easy beginning. Despite the same teacher education programme and the same kind of working environment, these cases represented two clearly different ways of experiencing the induction phase. This study supports the idea of a violent impact that the induction period can have on teachers’ self-understanding. Understanding teachers’ induction from the perspective of a possible identity crisis can open up ways of supporting newly qualified teachers in their professional development, both during their teacher studies and during the induction phase.
Updated: Dec. 21, 2014
This article will describe two of the author's personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon her difficult struggles with the two stories of tea, school, and narrative, the author suggests that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion.
Updated: Sep. 17, 2014
In this article, the author questions the micro–macro separation in discourse analysis, the separation of personal and institutional discourses. The author explores the connections between macro-level power inequities and micro-level interactional positionings, thereby establishing critical narrative analysis (CNA). She examines the focus of critical discourse analysis (CDA) on institutional discourses and problematize the definition of power discourses by looking closely at the intertextual recycling of institutional discourses in everyday narratives and at the adoption of everyday narratives in institutional discourses. Ultimately, the article proposes that CNA unites CDA and narrative analysis in a mutually beneficial partnership that addresses both theoretical and methodological dilemmas in discourse analysis.
Updated: Feb. 18, 2014
In this article, the authors present the findings of a study conducted in the context of a national ‘contest of novices’ story writing’ in Israel (2004–2005). This study inquired into first-year teachers’ self-images, struggles, and concerns in the Israeli educational context, as discerned from the 10 selected stories. The analysis of the stories uncovered content dimensions of what the authors refer to as ‘shady corners of teaching’. These corners revolve around three interrelated themes: (1) realizing the limitation of teachers’ capacity; (2) coping with the realization that vision is incompatible with reality; and (3) struggling with the multiple voices that operate in the educational system.
Updated: Feb. 10, 2014
Imagining, Becoming, and Being a Teacher: How Professional History Mediates Teacher Educator Identity
The context of this self-study is a professional development project involving primary-grade teachers in one public school and two university teacher educators. The authors are two teacher educators who are both former public school elementary-grade teachers.The aim of this self-study was to illuminate their understanding of their own professional identities as teachers. Analysis of their narratives revealed that fundamental aspects of their teacher identity have remained constant as their careers have evolved. Regardless of the setting, the age of their students, or the expanded expectations of the university to engage in research and professional service, the authors are, first and foremost, teachers.
Updated: Jan. 08, 2014
This case study shows how narratives and activity theory were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice.
Updated: May. 27, 2013
Enriching Action Research with the Narrative Approach and Activity Theory: Analyzing the Consequences of an Intervention in a Public Sector Hospital in Finland
The current study aims at contributing to the development of theory and methodology in the field of organizational intervention research. An empirical case is presented of a public-sector hospital unit that was in crisis and took part in an organizational change process based on action research. The long-term consequences of the project are traced and analyzed by conducting ethnographic field research, including narrative inquiry.
Updated: Apr. 28, 2013
The purpose of this study was to examine the schooling experiences of five Black college reentry mothers. This study also aimed to explicate the ways in which the participants theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. The findings reveal that the participants believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen.
Updated: Feb. 26, 2013
A Narrative of an Action Research Study in Preschool: Choice Points and their Implications for Professional and Organisational Development
This article focuses on some of the choice points and their implications for professional and organisational development in Swedish preschool. The preschool teachers in this study show that pedagogical change is possible, although it takes time and is not necessarily endorsed by municipal employers.
Updated: Oct. 28, 2012
Eliciting Critical Literacy Narratives of Bi/Multilingual Teacher Candidates across U.S. Teacher Education Contexts
The current article compares between critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. The article draws upon empirical data from two studies: a narrative inquiry with Latino teacher candidates in the Midwest and a participatory action research project with bilingual preservice teachers in Hawaii. The purpose of this comparison is to examine participants’ identities and experience in academia.
Updated: Dec. 15, 2011