Pathways to resilience: how drawings reveal pre-service teachers’ core narratives underpinning their future teacher-selves
MetadataShow full item record
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.
Open access to this article is currently embargoed until 08 01 2018
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
Showing items related by title, author, creator and subject.
Beltman, Susan; Glass, C.; Dinham, Judith; Chalk, Beryl; Nguyen, Bich (2015)© 2015, Western Australian Institute for Educational Research Inc. All rights reserved. Developing a professional teacher identity can be complex as pre-service teachers engage with a process informed by their previous ...
Aldridge, Jill; Fraser, Barry; Fozdar, F.; Ala'i, Kate; Earnest, Jaya; Afari, E. (2016)© 2015, © The Author(s) 2015. This study examined the relations between school climate variables and students’ feeling of wellbeing, life satisfaction, ethnic identity, moral identity and resilience. Furthermore, the study ...
Becoming a teacher: An interpretive inquiry into the construction of pre-service teachers’ teaching identityWitt, Steven Craig (2010)This study demonstrated that learning to teach is a complex endeavor involving more than learning content and methods. Learning to teach involves constructing a new identity and renegotiating previous identities and ...