1887
Volume 20, Issue 1
  • ISSN 1387-6740
  • E-ISSN: 1569-9935
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Abstract

This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ, (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a veteran English language arts teacher in the Midwestern United States.
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/content/journals/10.1075/ni.20.1.03juz
2010-01-01
2019-10-17
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References

http://instance.metastore.ingenta.com/content/journals/10.1075/ni.20.1.03juz
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  • Article Type: Research Article
Keyword(s): dialogic analysis , narrative inquiry , small stories and teacher identity
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