Living the stories we tell: The sociopolitical context of enacting teaching stories |
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| Institution: | 1. Boston University, School of Education, 2 Silber Way, Boston, MA 02215, United States;2. Utah Valley University, School of Education, 800 West University Parkway, Orem, UT 84058, United States;1. Department of Curriculum and Instruction, Language, Diversity and Literacy Studies, Texas Tech University, 3008 18th Street, Box 41071, Lubbock, TX 79409, United States;2. Professor and Director of Academic Programming and Delivery Division, Office of the Principal, University of the West Indies, Cave Hill Campus, Barbados;3. Department of Educational Theory and Practice, University at Albany, State University of New York, 1400 Washington Ave., Albany, NY 12222, United States;4. Department of Teaching and Learning, College of Education, 4202 E. Fowler Ave., Tampa, FL 33620, United States;1. Higher Education Development Centre, University of Otago, PO Box 56, Dunedin 9054, New Zealand;2. Educational Assessment Research Unit, University of Otago, PO Box 56, Dunedin 9054, New Zealand;3. University of Otago College of Education, PO Box 56, Dunedin 9054, New Zealand;4. Sir John Walsh Research Institute, PO Box 56, Dunedin 9054, New Zealand;1. University of Maryland, College Park, United States;2. Texas Tech University, United States;3. University of Virginia, United States |
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| Abstract: | This article draws from two separate classroom-based studies of early career teachers that yielded overlapping findings about the diminished opportunities teachers and teacher educators have to construct sophisticated stories about the complexities of classroom life and the ongoing process of learning to teach. The teachers' stories represent the intersection of research, policy, and practice, illuminating contradictions between teachers' beliefs about teaching and what they were able to enact in their classrooms. These findings may be leveraged to support teacher educators to support teachers to create coherent narrative identities that help them creatively respond to problems of practice and contextual constraints. |
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| Keywords: | Teacher education Narrative Discourse High-stakes tests |
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