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From calling to crisis: The growth p...

Groman, Jennifer L.

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From calling to crisis: The growth process of teachers through crisis-like incidents.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From calling to crisis: The growth process of teachers through crisis-like incidents./
作者:	Groman, Jennifer L.
面頁冊數:	266 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-03(E), Section: B.
Contained By:	Dissertation Abstracts International77-03B(E).
標題:	Clinical psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3730151
ISBN:	9781339162959

From calling to crisis: The growth process of teachers through crisis-like incidents.
Groman, Jennifer L.

From calling to crisis: The growth process of teachers through crisis-like incidents. - 266 p.

Source: Dissertation Abstracts International, Volume: 77-03(E), Section: B.

Thesis (Ph.D.)--The University of Akron, 2015.

The phenomena of crisis in the formation and development of teacher identity is not unknown in the field of educational research, yet the study of these phenomena tends to focus on preservice and novice teachers. The purpose of this research is to discover through veteran teacher narratives, descriptions of crisis-like incidents, as well as any growth and transformation they may have experienced in the context of the profession. By studying teacher stories I hope to contribute to the understanding of how teachers navigate their teaching lives and shifting identities, especially in the face of difficulty, and gain insight into the value of collectively sharing and talking about the stories together. This Organic and Narrative based inquiry engaged three veteran teachers in conversations about the difficulties and challenges (crisis-like situations) of their teaching lives.

ISBN: 9781339162959Subjects--Topical Terms:

524863
Clinical psychology.

From calling to crisis: The growth process of teachers through crisis-like incidents.
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245 1 0 $a From calling to crisis: The growth process of teachers through crisis-like incidents.
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500 $a Source: Dissertation Abstracts International, Volume: 77-03(E), Section: B.
500 $a Adviser: Gary M. Holliday.
502 $a Thesis (Ph.D.)--The University of Akron, 2015.
520 $a The phenomena of crisis in the formation and development of teacher identity is not unknown in the field of educational research, yet the study of these phenomena tends to focus on preservice and novice teachers. The purpose of this research is to discover through veteran teacher narratives, descriptions of crisis-like incidents, as well as any growth and transformation they may have experienced in the context of the profession. By studying teacher stories I hope to contribute to the understanding of how teachers navigate their teaching lives and shifting identities, especially in the face of difficulty, and gain insight into the value of collectively sharing and talking about the stories together. This Organic and Narrative based inquiry engaged three veteran teachers in conversations about the difficulties and challenges (crisis-like situations) of their teaching lives.
520 $a The stories of crisis-like incidents (Veteran Stories) varied greatly, but themes emerged, such as: passion for the profession; varying needs for reflection; conflict of personal beliefs and institutional beliefs; conflict of belonging and not belonging; harmed and healed relationships; and the presence of a strongly held core belief.
520 $a The process of sharing crisis stories in a safe and caring environment was quite transformative for participants. Their reflections indicated increased understanding of self and others, desire to be of service, a sense of wellbeing and personal implications, as well. They concluded that teachers often cause crisis-like incidents for other teachers, and that reflecting on incidents, while emotionally difficult, proved valuable to them. The researcher gained increased awareness of the vulnerabilities and risk in teaching, and now views herself as moving into teacher Elderhood. Early readers responded to the stories of crisis with stories of their own, demonstrating the truly widespread nature of crisis-like incidents in the lives of public school teachers.
520 $a Recommendations for the profession include increased time and space for teachers to talk to one another about their philosophical beliefs and values and the value of a healthy, trusting school culture. Further research is needed to unearth aspects of critical incidents among teachers with varying philosophical viewpoints, as well as the phenomena of teachers causing critical incidents to other teachers.
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