Narratives, choices, alienation, and identity: learning from an elementary science teacher

As we contemplate on teacher identity research, there is a need to place a teacher’s narratives or story-lines at the center of that work. In this forum, in response to the insightful commentary from Stephen Ritchie and Maria Iñez Mafra Goulart and Eduardo Soares, I place a greater emphasis on understanding Daisy’s narratives from an existing social identity framework. Narratives tell us intricate and complex actions that a teacher has taken both personally and professionally. Additionally, narratives help us see implicit nature of identity explicitly. Therefore, a greater focus has to be placed on interactions and utterances of a teacher to make sense of who they are and what they do as expressed by their own words (identity and action). Finally, I join with Ritchie and Goulart and Soares to advocate that identity research needs to include participants as co-researchers and co-authors as identities are very personal and complex to be fully understood by the outsiders (researchers).     

How failure shapes teacher identities: Pre-service elementary school and mathematics teachers’ narrated possible selves

This study explored pre-service teachers’ possible teacher selves with respect to how they have been shaped by their experiences of math failure. The study contributes to identity research by applying the theory of possible selves and by comparing and contrasting narrated possible teacher selves of pre-service elementary school teachers and pre-service mathematics teachers. Three categories of possible selves were identified: teacher traits and actions, student strategies, and teacher self-development. How possible teacher selves may inform teacher identity development and teacher preparation in the context of teaching mathematics is discussed, as are methodological considerations for examining narrated possible selves.     

A study of novice teachers: Challenges and supports in the first years

In recent years, it has been reported that an alarming number of teachers are leaving the profession in the first three years after graduation from a pre-service program. This phenomenon is common in North America and it is essential that educators identify the challenges surrounding new teachers and provide supports to assist them. The vast majority of literature surrounding new teacher induction and mentorship support is void of the Canadian context and the novice teacher voice. In this study, Ontario graduates from a two year pre-service program were surveyed and 5 teachers were selected for case studies. Participants found administrative leadership, refining the mentorship selection process, hiring practices, and district-sponsored supports as positive factors necessary for them to grow into the profession.     

Surviving in the trenches: A narrative inquiry into queer teachers’ experiences and identity

This study, through the lens of narrative inquiry, examines the lived experiences of six lesbian and gay teachers working in primary and secondary school settings in the Midwest region of the USA. The heteronormative society in which we live has lead these individuals to keep their sexual identity separate from their identity as a teacher for a number of reasons. In addition to exploring these issues, this study aims to understand what it is like to be a queer teacher in the Midwest by focusing on how they construct and maintain their identities.     

Inclusion or exclusion?: A narrative inquiry of a language teacher’s identity experience in the ‘new work order’ of competing pedagogies

This paper investigates how an EFL teacher negotiates her identity to adapt to the ‘new work order’ in an English education department at a university in China. From a narrative inquiry perspective, it aims to illuminate the complexity of teacher identity in the context of a reform where teachers must reconcile conflicting selves in order to contend with a workplace in which liberal and traditional pedagogies coexist. The findings show that teachers need to shift their identities to survive change. Exclusion from the workplace community of practice can be seen as an alternative form of participation in the reform practices.     

“How will I get them to behave?”: Pre service teachers reflect on classroom management

This study examines how pre-service teachers think about disconnections between what they believe about teaching, what they learn in their university coursework, and what they observe of behaviour management practices in public school classrooms. Based on the reflective writings of teacher education students at an urban Midwestern university in the United States, this narrative research leads to a deeper understanding of how teacher educators can support and challenge future teachers in their ability to think critically and thoughtfully in developing their identities as future educators.     

Eliciting critical literacy narratives of bi/multilingual teacher candidates across U.S. teacher education contexts

This paper examines critical literacy narratives of bi/multilingual preservice teachers across contexts in the United States. It 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—to examine participants’ identities and experience in academia. Preservice teachers in both studies resisted the labeling practice of “minority” and challenged simplistic notions of “bilingual teacher identity.” This cross-examination argues for further ways to explore how teacher preparation programs should create dialogic spaces for making the voices of diverse preservice teachers heard.     

关于研究性学习中的教师评价

研究性学习对学生的学习和教师的教学都提出了新的要求和挑战。研究性学习背景下的教师评价不能简单沿袭传统的教师评价机制,必须发展适合研究性学习特点的新的教师评价体系：即应以发展性、形成性、专家型评价为主,定性与定量相结合,多角度全方位的给予评价。在评价中,应处理好评价与管理、定性评价与定量评价、评价过程与评价结果、他人评价与自我评价的关系。     

Joseph Schwab,self-study of teaching and teacher education practices proponent? A personal perspective

The field of self-study of teaching and teacher education practices, like a number of other areas of inquiry, appears negligent in paying intellectual debt to Joseph Schwab who revolutionalized the fields of curriculum and teaching in the 1970s with his ideas about the practical. In this article, I trace my personal journey of coming to know Schwab's contributions and how I came to vicariously know Schwab as a professor who not only paved the scholarly way to self-study, but also appeared to practice a form of self-study by making his personal teaching an object of inquiry. To my way of thinking, Schwab practically and theoretically blazed a trail for the self-study of teaching and teacher education practices long before the line of research became recognized as a legitimate strand of inquiry. Furthermore, Schwab's thinking provides, for me and others, a possible plotline that could lead to renewal in the field of teaching and teacher education.     

大连市区小学教师需要状况的调查与思考

需要是一种重要的个性特征,需要的满足是否直接影响教师的工作积极性。本研究采用问卷调查和个别访谈相结合的方法,其目的是对小学教师的需要状况进行调查,为学校的有效管理提供理论依据。研究结果表明：小学教师有15种基本需要,这15种基本需要是有强度差异的;小学教师的需要有其独特的职业特点;随着时代的发展,小学教师的需要又具有鲜明的时代特征;小学教师的需要受性别、年龄、学校类型等因素的影响,表现出明显的个性差异。     

后现代叙述策略与犹太民族身份观——解读菲利普·罗斯的实验小说《反生活》

《反生活》是菲利普·罗斯创作生涯中具有转折性意义的作品,作品在叙述手法和创作主题上都体现了改变和创新。罗斯娴熟的运用后现代实验小说的叙述技巧诠释当代世界范围内犹太人的生存处境,对当代犹太人的民族身份作出多重维度的思考。本文旨在破解小说文本的迷宫,分析小说中巧妙糅合的片段化和元小说的叙述策略,认为这种叙述的迷宫背后是罗斯对传统犹太民族身份的解构和改写。     

英语教师成长叙事个案研究

采用叙事研究方法,从教师自我视角、学生视角和社会环境视角出发,对一名优秀英语教师成长进行个案研究,旨在为想要成为优秀英语教师的普通教师群体提供参考。