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Telling Stories: A Process of Identification for Six Neophyte Teacher Educators

Amott, PM; (2016) Telling Stories: A Process of Identification for Six Neophyte Teacher Educators. Doctoral thesis , UCL (University College London). Green open access

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Abstract

This study engaged new teacher educator participants in narrative story telling which facilitated a process of ‘identification’ that was supportive of their identity transformation. The study considers the process of identity transformation as these experienced teachers move into their new roles as teacher educators. The narrative method was sensitive to a poststructuralist view of identity. Six neophyte teacher educators shared their Professional Life Histories for this study. This adapted life history method included the use of prospective as well as retrospective reflection. Follow up discussions provided an opportunity for reflection on the Professional Life History process. These narrative events were analysed using an interpretive approach based on grounded theory. Three viewing frames, consisting of explorations in relation to identity and identification, types of reflection and narrative storytelling, were applied. The narrative events revealed evidence of identity transformation for the participants but found that identity as a teacher educator was in process and only partially formed at the point of telling their stories suggesting that their identity was still in transition despite having spent some time in the role, and for some of them undergoing a yearlong preparation for the role. This study reveals how engaging in narrative story telling provided an opportunity for participants to activate a process of ‘identification’ which was supportive of identity transformation. Analysis of the forms of reflection evidenced in the narrative events suggested that critical self-reflection was involved in identification. Furthermore, the follow up discussions evidenced the emergence of ‘premise reflection’ (Mezirow, 1991) suggesting that ‘reflecting on reflection’ further enhanced self-knowing and identity transformation. A model of the interaction between two dimensions, that of subjective/objective and structure/agency, was developed proposing that within narrative story telling an individual might gain a more objective and agentive understanding of their professional identity and self.

Type: Thesis (Doctoral)
Title: Telling Stories: A Process of Identification for Six Neophyte Teacher Educators
Event: University College London
Open access status: An open access version is available from UCL Discovery
Language: English
Keywords: professional identity, life history, narrative, teacher educator, identification, prospective reflection
UCL classification: UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: http://discovery.ucl.ac.uk/id/eprint/1476413
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