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Purpose – The purpose of this research was to make visible the process of analyzing our narratives of teacher identity.Design/methodology/approach – These narratives of…
Purpose – The purpose of this research was to make visible the process of analyzing our narratives of teacher identity.
Design/methodology/approach – These narratives of teacher identity were generated by isolating critical incidents and then drafting them as emblematic narratives. They were then shared with each other and compared against the tool of chronotopic motif developed by Bakhtin.
Findings – We found that our narratives, when filtered through the tool of chronotopic motif, reveal ambivalence about whether we desire to be known or unknown as teacher educators and as people. As we unpack our findings, we move through the tool of chronotopic motif, piece by piece, illuminating our stories by themselves, in relationship with each other, and against the professional literature on teacher educator identity and identity in general.
Practical implications – As teacher educators, we think it is important for others, particularly students, to be known. However, we are ambivalent about whether we want to be known and if so, by whom, and in what pockets of space and temporality.
Social implications – This research has implications for discussions of professional identity, role confusion in teacher education, and professional women in general. It adds to a growing body of literature suggesting that identity is a holistic process that factors heavily into what happens in the context of teacher education courses at a university.
Originality/value – Our chapter demonstrates to colleagues how to conduct a narrative analysis using a tool from literary theory.
Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to…
Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.
The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.
The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.
Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future.
Principal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is…
Principal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.
Data were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.
Roughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.
This study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.
Findings make a clear call for more research into online principal preparation program design and course delivery.
This study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.
Adolescent. Boys. Literate. Identity. Each carefully chosen word of this book's title generates interest: adolescent, because it is a turbulent stage of life; boys, because they are thought to be “left behind”; literate, because it suggests being and doing literacy; and indentites, because studies in self-making are prevalent in almost every discipline in the arts and social sciences. However, Mary Rice does more than merely present these four isolated areas. She masterfully weaves them together in such a way that the reader is able to enter into her teaching world and the lives of five ninth-grade males with whom she works closely. Dialogue about negotiating roles, shifting tensions, exchanging edibles, overcoming irony, reconsidering literate narratives, and reimagining boys' stories in classrooms ensues.
Happiness in teaching, termed Eudemonia, comes from a perception of a relationship with students. Such a perception is vital to sustaining teachers in their work in both…
Happiness in teaching, termed Eudemonia, comes from a perception of a relationship with students. Such a perception is vital to sustaining teachers in their work in both on- and offline contexts. While the importance of these relationships has been acknowledged, there have not been attempts to account for how teachers pursue relationships and the accompanying sense of happiness. It is in this frame that we discuss findings from a larger study of online teachers working to support students with disabilities in a part-time program at a large virtual school.
The chapter considers expectations for online teachers and sets up a dialogue between same and different as they relate to on- and offline pedagogy. It then asks more questions about these responsibilities in the context of efforts by teachers to feel legitimate in their claims to relationships with students.
Stories that both elicited and threatened Eudemonia are shared and discussed. In particular, the authors learned that online teachers desired relationships with students to such a great extent that they were willing to narrate relationality into most interactions with the students.
These findings suggest the difficult emotional work that online teachers must do in order to consider their work with students as beneficial. More work is needed to think about how relationships between teachers and students online can be leveraged for greater learning and to sustain both teachers and students in their work.
This chapter offers in-depth insight into the teacher work that online learning requires. It also offers a unique theoretical approach in the juxtaposition of stories of relationships with students online and offline.
The foundation for narrative inquiry comes from Dewey's (1938) assertion that life and education are organically entwined. From this notion comes the concept of narrative…
The foundation for narrative inquiry comes from Dewey's (1938) assertion that life and education are organically entwined. From this notion comes the concept of narrative inquiry as an interest in lived experience – that is, in lives and how they are lived (Clandinin & Connelly, 2000, p. xxii). In addition to the work of Dewey, narrative inquiry has a long intellectual history both in and out of education (Clandinin & Connelly, 1990, p. 2). Contributions from other research fields include MacIntyre's (1981) ideas about narrative unity and Mitchell's (1981) comprehensive outline of the field of narratology. Several years later, Polkinghorne (1988) contributed an understanding of narrative analysis and Coles (1989) argued for the legitimacy of the literary ideas of narrative. Clandinin and Connelly (2000) built narrative inquiry as an educational research design from these notions. They specify that, as researchers, knowing about our experiences and knowing about the academic literature relevant to our own questions can be brought together to create new understandings.