Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790174
Title: Telling stories : a process of identification for six neophyte teacher educators
Author: Amott, P. M.
ISNI:       0000 0004 8503 6036
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
Availability of Full Text:
Access from EThOS:
Full text unavailable from EThOS. Please try the link below.
Access from Institution:
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.
Supervisor: Bodman, S. ; Burroughs-Lange, S. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790174  DOI: Not available
Share: