Relational Identity Making on the Professional Landscape as a Substitute Teacher: Interruptions and Continuities
Notice bibliographique
Résumé
Introducing the Research Puzzle This article, which comes out of a research project exploring teaching as intellectual work, (1) focuses specifically on a young woman who worked as a substitute teacher after she graduated from a two-year teacher education program at her local university. For Penny, substitute teaching was an interruption as she shaped a professional moving toward a full time permanent contract in a western Canadian urban school division. Although she yearned for a permanent contract, Penny's many experiences as a substitute teacher helped her learn what she wanted and what she did not want in her identity as a professional. One place where the intellectual work of teachers can be studied is in the moment where teachers' and children's lives interact as they meet in schools. This can be understood as curriculum making, a concept has grown out of the work of Clandinin and Connelly (1992), who believe curriculum might be viewed as an account of teachers' and children's lives together in schools and classrooms ... in which teacher, learner, subject matter, and milieu are in dynamic interaction (p. 392). Lives are shaped in and out of schools. Children and teachers bring their lived experiences outside school into the classroom where their lives meet, along with situations of subject matter, where they inquire into and negotiate learning together. This view of lives together in a classroom shapes their vision of curriculum as a course of life (p.393). Understanding curriculum making as an account of teachers' and children's lives together opens a place for researchers and educators to focus on teachers' integral role midst a negotiated experience with others. In this view of curriculum making, the children's curriculum influences a teacher's identity. In other words, the children around a teacher shape her or his professional identity. Understanding identity as a narrative term implies identity as always in the making. A narrative term for identity is to live (Connelly & Clandinin, 1999). Relational identity making in this article refers to the stories a teacher composed about who she was in relation to the children she met in classrooms. Each person, including the teacher, brought stories into their curriculum making space from their lives outside the classroom, which intersected with the stories of others in place. The spaces of curriculum making, where children's and teachers' lives in motion met (Huber, Murphy, & Clandinin, 2011), held complex layers of identity making because each individual contributed to the negotiation of learning together. This article focuses on a particular teacher named Penny. (2) Exploring her stories to live by on the professional knowledge landscape, furthers understanding of how her experience was shaped, but also ... develop[s] understandings of children as developing and living out their own shifting and multiple stories to live by, stories shaped by their knowledge and context. In this view we draw attention to the narrative compositions of children, a view allows us to see children as shaped by, and shaping their contexts. (Huber & Clandinin, 2005, p. 314) This notion of children shaping their own contexts illuminated the way children shape a beginning teacher's story to live by. The children Penny taught were significant in her identity making experience. Wonders about curriculum making and identity making as intellectual work shape this article and make central the role of personal practical knowledge. Personal practical knowledge (Clandinin & Connelly, 1992) refers to knowledge is influenced in part by the sociality of the personal out-of-school-life and professional in-school-life. Clandinin and Connelly (1995) describe personal practical knowledge as that body of convictions and meanings, conscious or unconscious have arisen from experience (intimate, social, and traditional) and are expressed in a person's practices (p. …
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| 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 tête enseignante, 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 ».