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    Pathways to resilience: how drawings reveal pre-service teachers’ core narratives underpinning their future teacher-selves

    241910.pdf (591.4Kb)
    Access Status
    Open access
    Authors
    Dinham, Judith
    Chalk, Beryl
    Beltman, Susan
    Glass, C.
    Nguyen, B.
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Dinham, J. and Chalk, B. and Beltman, S. and Glass, C. and Nguyen, B. 2016. Pathways to resilience: how drawings reveal pre-service teachers’ core narratives underpinning their future teacher-selves. Asia-Pacific Journal of Teacher Education. 45 (2): pp. 126-144 .
    Source Title
    Asia-Pacific Journal of Teacher Education
    DOI
    10.1080/1359866X.2016.1204424
    ISSN
    1359-866X
    School
    School of Education
    Remarks

    This is an Author's Original Manuscript of an article published by Taylor & Francis in Asia-Pacific Journal of Teacher Education on 08/07/2016 available online at http://www.tandfonline.com/10.1080/1359866X.2016.1204424

    URI
    http://hdl.handle.net/20.500.11937/23407
    Collection
    • Curtin Research Publications
    Abstract

    For this study of teacher-identity, which is part of a larger research project on teacher resilience, preservice teachers were invited to draw “the kind of teacher you hope to become”. In this, our study recognises drawing as a semiotic system of meaning-making and communication. The drawings were examined in terms of the “stories” they told. Using an emergent design approach to the data, drawings were synthesised into categories that were distilled into theme clusters. A hermeneutic reading revealed the core identity narrative underpinning each teacher-identity story. This story was told in sociocultural terms, or constructed around functioning at work or couched in terms of personal validation and achievement. These core identity narratives signal what “matters” to preservice teachers’ sense of their teacher-selves. Since there is an observed correlation between teacher-identity and resilience, knowing what matters is a helpful basis for building resilience.

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