Sustaining Teachers' Stories to Live By: Implications for Teacher Education

Autor/inn/en	Schaefer, Lee; Clandinin, D. Jean
Titel	Sustaining Teachers' Stories to Live By: Implications for Teacher Education
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 1, S.54-68 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schaefer, Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1532407
Schlagwörter	Teacher Educators; Preservice Teacher Education; Teacher Competencies; Teacher Responsibility; Teacher Persistence; Beginning Teachers; Individual Characteristics; Foreign Countries; Elementary School Teachers; Secondary School Teachers; Teaching Experience; Knowledge Level; Work Environment; Teaching Conditions; Labor Turnover; Canada + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehramtsstudiengang; Lehrkunst; Lehrverpflichtung; Junior teacher; Junglehrer; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Kanada
Abstract	In this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two Canadian provinces and one narrative inquiry into the experiences of early career teacher leavers. These studies showed how early career teachers' stories to live by fuel their desires to become teachers. Teaching was a way to try to live out and sustain their stories to live by, that is, participants continued to live out their stories to live by shaped in early personal knowledge landscapes and embodied in their personal practical knowledge. We also learned that when teachers could not sustain their stories in the professional knowledge landscapes, their stories to live by shifted to stories to leave by, and they left teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01