Narrative Inquiry into Teacher Identity, Context, and Technology Integration in Low-Resource ESL Classrooms

2021 ◽  
pp. 65-76
Author(s):  
Cynthia C. James ◽  
Kean Wah Lee
Keyword(s):  
Technology Integration ◽  
Narrative Inquiry ◽  
Teacher Identity ◽  
Low Resource

scholarly journals Unexpected Learning: Two PhD Candidates Narratively Inquire Into Their Experiences With an ESL Group

2009 ◽  
Vol 3 (1) ◽  
pp. 207-223
Author(s):  
Sandra Jack-Malik ◽  
Miao Sun
Keyword(s):  
Narrative Inquiry ◽  
Teacher Identity ◽  
Theoretical Framework ◽  
Literacy Acquisition ◽  
Discourse Communities ◽  
Dominant Discourse ◽  
Teacher Student ◽  
Esl Learners ◽  
Group Member

We inquired into stories we lived whilst members of an ESL group. We used a narrative inquiry methodology. Our inquiry revealed tensions between identities given and identities continually negotiated between teacher, student and group member. Dewey’s (1938) concept of experience, notions of literacy acquisition (Collins & Blot, 2003; Cummins, 2001; Heath, 1983; Rose, 1989; Street, 1995), and Connelly and Clandinin’s (1990) ideas about teacher knowing, teacher identity and curriculum serve as the theoretical framework. Our inquiry helped us imagine educational landscapes which are responsive to ESL learners and a place where members of dominant discourse communities can wonder about the existence of hegemony.

scholarly journals Coming Into Mindfulness: A Practice of Relational Presence to Cultivate Compassion in One Rural School

2021 ◽  
Vol 14 (1) ◽  
pp. 189-202
Author(s):  
Sonal Kavia ◽  
M. Shaun Murphy
Keyword(s):  
Narrative Inquiry ◽  
School Leadership ◽  
Teacher Identity ◽  
School Setting ◽  
Rural School ◽  
Children And Youth ◽  
Mindfulness Practice ◽  
Loving Kindness ◽  
Educational Spaces

This narrative inquiry explores personal and professional stories of two educators, nurtured and supported by their school leadership, in a rural school setting, who have had diverse experiences with the contemplative practice of mindfulness. Our research primarily focused on the following wonders: How does the experience of mindfulness practice shift teacher identity and awareness, and the quality of time educators spend with children and youth? As educators, how can the practice of mindfulness expand our experience of listening, loving kindness, and compassion within educational spaces? We explore how their unique experiences of mindfulness are woven into the fabric of their school and a mindful pedagogy.

scholarly journals A NARRATIVE INQUIRY OF STUDENTS TEACHERS IDENTITY CONSTRUCTION THROUGH TEACHING PRACTICUM: VOICES FROM SECONDARY SCHOOL CLASSROOM IN INDONESIA

2020 ◽  
Vol 4 (2) ◽  
pp. 39-51
Author(s):  
Devi Apriliani
Keyword(s):  
Secondary School ◽  
Narrative Inquiry ◽  
Student Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Teaching Experience ◽  
Professional Identities ◽  
Teaching Practicum ◽  
Reflective Journals ◽  
School Classroom

This study aims to explore the student teachers’ experience while conduct teaching practicum. The study identified how three student teachers construct their teacher identity and explore the proper way that they do to manage the classroom in the placement school. I examined the narratives from three student teachers by sharing stories of their teaching practicum in a secondary school in Indonesia for about a month. This study uses in-depth online interviews, reflective journals, and photovoice to collect the data. The results suggest that teaching practicum can be a way to construct student teachers’ professional identities and lead them to deal with the situation in the classroom during the teaching practicum. Moreover, preceding teaching experience and good relationships with members of the school are essential to carry them out from teaching practicum.

scholarly journals Methods of a Narrative Inquirist: Storying the Endured Teacher Identity

2020 ◽  
Author(s):  
Taylor Norman
Keyword(s):  
Beginning Teachers ◽  
Narrative Inquiry ◽  
Language Arts ◽  
Teacher Identity ◽  
English Language Arts ◽  
English Language ◽  
The Common ◽  
Young Teachers

While I was a young English language arts teacher, my teacher identity matured in a nurturing environment cultivated by my veteran colleagues. Finding that this is not the common narrative told by beginning teachers (Alsup, 2019, 2006; Danielewicz, 2001), I wondered what impact sharing the stories of my veteran colleagues could have on young teachers. The purpose of this paper is to explain why narrative inquiry fit the parameters of this particular inquiry, what methods were utilized and how the project was constructed. Like Spector-Mersel (2011), I intend to describe my use of narrative inquiry to expand its conceptual and methodological definitions.

A Narrative of Two Preservice Music Teachers With Visual Impairment

2016 ◽  
Vol 64 (4) ◽  
pp. 385-404 ◽  
Author(s):  
Elizabeth Cassidy Parker ◽  
Tami J. Draves
Keyword(s):  
Music Education ◽  
Narrative Inquiry ◽  
Students With Disabilities ◽  
Student Teaching ◽  
Teacher Identity ◽  
Music Teachers ◽  
Teaching Experience ◽  
Social Model ◽  
Practice Research ◽  
Music Education Majors

The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P–12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a transformative paradigm and social model of disability as lenses, we retell participants’ experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field texts, including interviews, journals, emails, and informal conversations. Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals’ attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.

scholarly journals Identity of entrepreneur teachers: a narrative inquiry in activity theory lenses

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Leonardus Bayu Ari Primantoro
Keyword(s):  
Qualitative Research ◽  
Teacher Training ◽  
Narrative Inquiry ◽  
Activity Theory ◽  
Identity Construction ◽  
Teacher Identity ◽  
Data Gathering ◽  
Training Institution ◽  
Teacher Training Institution

This[D1] paper aims to provide readers with a useful introduction to Activity Theory, focusing on the implementation of the theory towards analysis of teacher identity construction in relation to entrepreneurship. The research was conducted[D2] to analyze the phenomenon about teachers who also work as entrepreneur focusing on their identity construction or transformation.  The research[D3] itself is a qualitative research using narrative inquiry as data gathering technique.Based on the 2 respondents analyzed[D4] , it can be concluded that the respondents has already had a strong identity as a teacher formed by their environment, community, tools, rules, and objectives before they decided to start being entrepreneur. The entrepreneurship itself is formed as one shape of the respondents’ agency in teaching. Hence, one of the implications of the research is that in order to form teachers who have strong agency, a teacher training institution must start to form the identity of its students as early as possible. keywords: activity theory, narrative inquiry, teacher identity, entrepreneur, agency 

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