Teacher identity, adolescence and reading: the cultural and psychic uses of young adult literature
Bibliographic record
Abstract
Using the lens of psychoanalytic theory, this dissertation explores the ways in which reading young adult literature in a social environment can foster a productive engagement with preservice teachers' desires, fantasies and anxieties in learning to teach.Set in the context of a Faculty of Education at a Canadian university, this qualitative study investigates, first, how the practice of talking about reading in a social environment can inspire preservice teachers to engage with the challenges of learning to teach.Secondly, this thesis considers how the reading of young adult literature enables readers to theorize their past in relation to their projected futures, and therefore, to complicate the typically unquestioned relation between adolescence and adulthood.In focusing on the psychic and cultural life of reading, this study explores the identifications and attachments that two reading groups of Bachelor of Education students held in relation to four works of young adult fiction.Students learning to teach inarguably occupy a psychically awkward zone, a difficult mental space that is further complicated through the interaction of personal histories, past educational experiences and projected anxieties and desires.In this study, the readers illustrate the depth of their literary identifications through strategies of projection and introjection, transferential attachment, idealization, linguistic displacement, and various excursions into memoried space.Through such strategies, these preservice teachers are able to explore the challenging nature of power dynamics in the classroom, the cultural meanings of teacher identity, the relationship of sexuality to literary engagement, the significance of student refusal and failure, the certainty of fallibility and regression in educational life, and the ways in which teachers express their expectations concerning adolescent behaviour.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".