Amott, P;
(2021)
Narrative practices in developing professional identities: Issues of objectivity and agency.
London Review of Education
, 19
(1)
pp. 1-16.
10.14324/LRE.19.1.11.
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Abstract
This article presents an analytical model of binary dimensions of narrative practice perceived as two continua between the oppositions of subjectivity/objectivity and structure/agency. Such narrative practice is considered as a site for professional ‘identification’ and self-knowing. The analytical model provided a framework that was applied to a series of professional life history narrative events and followup discussions conducted with six early career teacher educators working across two contrasting sites for teacher education. The findings evidence participants’ reflections within the narrative events that relate to the descriptors of each quadrant in this model and show that it has utility in describing and understanding the process of identification that takes place within narrative practice.
| Type: | Article |
|---|---|
| Title: | Narrative practices in developing professional identities: Issues of objectivity and agency |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/LRE.19.1.11 |
| Publisher version: | https://doi.org/10.14324/LRE.19.1.11 |
| Language: | English |
| Additional information: | © 2021 Amott. This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | telling stories, narrative, identity, identification |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices 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: | https://discovery.ucl.ac.uk/id/eprint/10125481 |
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