Emergence of Self-Insight in the Experience of Teaching: A Psychoanalytic Exploration of Three Teachers' Experiences of Teaching

Autor/in	Bierzynski, Danielle
Titel	Emergence of Self-Insight in the Experience of Teaching: A Psychoanalytic Exploration of Three Teachers' Experiences of Teaching
Quelle	(2018), (420 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The George Washington University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3555-2985-2
Schlagwörter	Hochschulschrift; Dissertation; Teaching Experience; Teacher Attitudes; Interviews; Psychiatry; Case Studies; Journal Writing; Personal Narratives; Teaching Methods; Self Concept; Metacognition + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Interviewing; Interviewtechnik; Psychiatrie; Case study; Fallstudie; Case Study; Zeitschriftenaufsatz; Erlebniserzählung; Teaching method; Lehrmethode; Unterrichtsmethode; Selbstkonzept; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This research explored how three teachers' subjectivities permeated their teaching lives, and how the emergence of self-insight was made available for deep exploration, potentially enabling these teachers to engage more fully with others in the context of teaching. Psychoanalytic theory was used to explore how teachers' narratives take shape and are both reshaped and recreated through attempts to articulate encounters with students, colleagues, and issues of schooling and education more broadly. A multi-case study, combined with elements of narrative inquiry, was used to explore how self-insight emerged in the experience of teaching. Data collection procedures included free-associative journal writing and Hollway and Jefferson's (2000) free-associative narrative interviews (FANI). Analysis of the data utilized Rogers's (2007) interpretive poetics, which grows out of Lacanian psychoanalysis, and post-structuralism, in that it pays particular attention to language--specifically that we use words to represent or stand in place of what cannot be said. Finally, individual narratives were crafted for each participant through pen portraits (Hollway & Jefferson, 2000) and interpretive descriptions of each participant's experience of teaching. To honor the subjectivity and complexity of each participant, themes emerged directly from his or her unique experiences with teaching. Analysis of the narratives illuminated that the personal experiences and professional experiences were not separate but were intertwined. Additionally, this study began to uncover how a deep engagement with understanding one's own subjectivity can give rise to self-insight, and also revealed how the process of engaging in psychoanalytic reflections on the experiences of teaching created a space that enabled the possibility for self-insight to emerge. This study concluded with a discussion of how the experiences of these three participants related to and illuminated psychoanalytic notions of self, and how a psychoanalytic orientation to reflection on one's teaching practice can enable the development of self-insight. It also provided a discussion of this study's implications for practice, policy, and future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01