The transformative power of life story: A teacher's personal and professional journey through memoir- A self-study
Notice bibliographique
Résumé
How have my life experiences (personal and professional) contributed, or not, to my identity as a high school teacher over the past 40 years?The two sub-questions were: What kinds of life experiences emerge in my recollection process?How do others perceive me as a teacher?I have written a memoir revealing my experiences as a woman, daughter, student, teacher, wife, and mother over six decades, and the role that perceptions of me by others have played in my life.It speaks to the social, political, and educational history of the time, disclosing the scope of my lived history and providing context for my study.The addition of an arts-based component in the form of collage inquiry derived from critical incidents identified in the field texts, was used to enhance my memoir with a visual aesthetic and to uncover ambiguities that might otherwise not have been revealed in words.I chose to use a thematic narrative analysis, which meant preserving the data as a cohesive piece of text in context from which I drew out emergent themes, while bearing in mind that all narrative inquiry is concerned with the content of "what" is said, written or visually shown I interviewed a range of participants who knew me over time as a teacher to obtain their perceptions of me in this role.I used a thematic analysis (constant comparison inquiry) to find commonalities across these participant interviews to add to the portrait of me as a teacher.I have attempted to answer my research questions by ascertaining the underlying events and situations that have influenced the course of my life, and their contribution to the construction of my professional identity and practice in my career as a teacher.Through the process of my personal audio-recorded recollections as well as audio-recorded interviews with family members, formerviii students, a former administrator and a colleague.These disparate lenses which focused on me as a teacher over time were complementary (Maxwell & Miller, 2008), providing both a deep and broad understanding, as well as creating a holistic and unique depiction of my professional identity.There were four themes that emerged as characteristic of my practice and professional identity, revealing the importance of relationships and how they can be cultivated through storytelling.This highlights the value of fostering relationships through a storied pedagogy as a vital component of educational praxis.The innovative blending of narrative of self in the form of a memoir and arts-based methods employed in this study expands qualitative praxis, while the findings fill a gap in the literature regarding the importance of nurturing relationships within a storied pedagogy for teaching and learning in the classroom, and the vital role that teachers play in the lives of their students in preparing them for the 21st century.Finally, this theoretical premise contributes to illuminating understanding of the complex and nuanced phenomenon of teacher identity on praxis in a manner that informs educational theory and practice.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,027 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,018 | 0,023 |
| Communication savante | 0,016 | 0,012 |
| Science ouverte | 0,003 | 0,009 |
| Intégrité de la recherche | 0,004 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».