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The teacher-self: The role of ident...

Brown, John J.

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The teacher-self: The role of identity in teaching.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The teacher-self: The role of identity in teaching./
作者:	Brown, John J.
面頁冊數:	250 p.
附註:	Adviser: Jay Simmons.
Contained By:	Dissertation Abstracts International67-05A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3217234
ISBN:	9780542687471

The teacher-self: The role of identity in teaching.
Brown, John J.

The teacher-self: The role of identity in teaching. - 250 p.

Adviser: Jay Simmons.

Thesis (Ed.D.)--University of Massachusetts Lowell, 2006.

In this dissertation I investigate how four high school teachers construct their professional identities in both personal and social landscapes. By using an autoethnographic methodology to position myself as one of the participants, I explore the process of how I, and three others, have become who we are as teachers. Through interviewing each teacher, I explored the dynamics of identity in their teacher-selves. The dissertation is written in a narrative form, but also employs narrative analysis as a tool for interrogating this topic as well as my data.

ISBN: 9780542687471Subjects--Topical Terms:

1018115
Education, Language and Literature.

The teacher-self: The role of identity in teaching.
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245 1 4 $a The teacher-self: The role of identity in teaching.
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502 $a Thesis (Ed.D.)--University of Massachusetts Lowell, 2006.
520 $a In this dissertation I investigate how four high school teachers construct their professional identities in both personal and social landscapes. By using an autoethnographic methodology to position myself as one of the participants, I explore the process of how I, and three others, have become who we are as teachers. Through interviewing each teacher, I explored the dynamics of identity in their teacher-selves. The dissertation is written in a narrative form, but also employs narrative analysis as a tool for interrogating this topic as well as my data.
520 $a After collecting, sorting and analyzing my data, I came to discover six related conclusions. First, teacher identity is socially constructed. Second, teacher identity is difficult to define. Third the concept of teacher identity is purely artificial but still important to consider. Fourth, teachers' experiences can be viewed using the paradigm of the hero's journey. Fifth, teachers can potentially learn who they are from their painful experiences. Finally, surviving and grappling with the disease of alcoholism can contribute to the process of self-understanding.
520 $a The implications of teacher identity construction range from its role in instruction to how best to foster professional development for the next generation of teachers. Ultimately, this study has real implications for practice. It raises the issue, as personal as it is, of perhaps the most influential factor in teaching, the self. Often ignored, our identities motivate us during instructional and pre-instructional time. We teach the way we teach, and we teach what we teach, mostly because of who we are, and not necessarily what we have agreed to do or been told to do. And storytelling can be a constructive method of exploring teacher identity for scholarly purposes and in individual cases for the improvement of instruction and school culture.
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