USING STORIED-IDENTITY TO EXPLORE A CASE STUDY OF TEACHER MEDIOCRITY.
The purpose of the present research was to model a storied-identity approach (Drake, Spillane, & Hufferd-Ackles, 2001; Ibourk, 2015) to explore the career path of a mediocre teacher. Using qualitative data collected over a 10-year period, the research depicts how the teacher's identity was shaped an...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 12; no. 3; pp. 157 - 173 |
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| Formato: | Artículo |
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Ethnographic & Qualitative Research, LLC
Spring2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=129723070&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 129723070 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 19353308 44W1 jtl: Journal of Ethnographic & Qualitative Research issn: 19353308 maglogo: N pubinfo: dt: Spring2018 vid: 12 iid: 3 pid: 99754 pub: Ethnographic & Qualitative Research, LLC artinfo: ui: 129723070 ppf: 157 ppct: 16 formats: fmt: @attributes: type: P size: 673KB tig: atl: USING STORIED-IDENTITY TO EXPLORE A CASE STUDY OF TEACHER MEDIOCRITY. aug: au: D'Souza, Lisa Andries affil: Assumption College su: School environment Career development Mediocrity Acquisition of data Compensatory education sug: subj: School environment Career development Vocational Rehabilitation Services Professional and Management Development Training Mediocrity Acquisition of data Compensatory education ab: The purpose of the present research was to model a storied-identity approach (Drake, Spillane, & Hufferd-Ackles, 2001; Ibourk, 2015) to explore the career path of a mediocre teacher. Using qualitative data collected over a 10-year period, the research depicts how the teacher's identity was shaped and re-shaped by factors including teacher preparation, school environment, personal commitments, and relationships with students. This research demonstrates how the participant's failure to develop storied strategies resulted in his mediocre performance. In particular, the participant's storied-identity reflects how he encountered problems setting expectations, developing relationships, utilizing skills as a reflective practitioner, and demonstrating a commitment to the teaching profession. The study was limited to one teacher due to difficulty recruiting mediocre teachers and the time needed to gather longitudinal data. This study promotes the examination of data from longitudinal and qualitative research studies to study teacher education, professional development, and teacher evaluation. Additionally, the study calls for the development of storiedidentities to facilitate recognition of mediocrity in the teaching profession. Recognition of and ensuing action regarding mediocre teachers will improve educational opportunities for all children. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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