Primary school teachers’ stories of acknowledgement and their personal and professional identities.
Notice bibliographique
Résumé
This study on Primary School Teachers’ Stories of Acknowledgement and Their Personal and Professional Identities explores the narratives of primary school teachers in relation to their lived experiences of Teacher Acknowledgement and the way in which it shapes their personal and professional selves. This leads to the underpinning research question: What are teachers’ lived experiences of acknowledgement in primary schools? Set against the backdrop of a narrative inquiry approach, the study is framed by Axel Honneth’s (1995) theory of recognition, and is further supported by discourse analysis and semiotics as theories to understand how recognition or the lack thereof is ensconced within everyday school contexts. The South African primary school setting, where various structural and social factors influence the teachers’ experiences of recognition and identity, provides the location within which the study is based. Employing a qualitative approach and an interpretivist paradigm, a purposive sample of four level one teachers from the greater Durban area of Verulam and Ottawa, engaged, via online and in-person interactions in arts-based activities, selecting either letter-writing, collage inquiry or object inquiry, followed by unstructured interviews to uncover their narrative realities about Teacher Acknowledgement. Narrative analysis, followed by analysis of the narratives itself served as the data analysis method employed. The stories revealed that acknowledgement, or its absence, significantly shaped their personal and teacher self, their ideas of belonging and their proficiency in work practices. Recognition by various stakeholders such as teachers, learners, management and within broader community circles manifested as integral to teachers’ sense of self. In contrast, stories of misrecognition gave way to emotional instability, feelings of low self-worth, and an erosion of the teacher’s professional roles. The study reveals that teachers’ identities are not fixed, but fluid-like and constantly evolving and moulded by relational and discursive engagements. It also focuses on emotional investments that mirror the yearning for recognition in sites wherein acknowledgement is largely unreliable or non-existent. In highlighting the teacher’s voice and their storied experiences of acknowledgement, the study paves the way for continuous discussions on the formation of teacher personal and professional identity, teacher well-being and the inferences surrounding recognition in schools. The findings argue towards systemic movements about how recognition is engaged within the school context, implying that authentic acknowledgement is not merely an ethical essentiality but a formal imperative for teacher retention and a call for a complete educational overhaul.
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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 | 0,005 | 0,017 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,010 | 0,012 |
| Communication savante | 0,007 | 0,007 |
| Science ouverte | 0,001 | 0,008 |
| Intégrité de la recherche | 0,002 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
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 ».