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Professional Identities: A Narrative Inquiry of Public Preschool Teachers

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Title: Professional Identities: A Narrative Inquiry of Public Preschool Teachers
Authors: Sisson, Jamie Huff
Committee Members: Lash, Martha; James, Jennifer
Summary: Using narrative inquiry, the researcher examined how five public preschool teachers’ understand and negotiate their professional identities within the context of a major metropolitan school district. Based on the premise that identities are socially constructed, individually understood, and negotiated within social spaces, the researcher examined participants’ lived stories through the three dimensions of space: backward/ forwards, inward/outward, and situated in place (Clandinin and Connelly, 2000). These three dimensions provided insight into how participants have come to understand their professional identities throughout their life experiences and how they choose to author their identities in response to multiple constructs of what is professional.Findings from this narrative inquiry suggest that participants draw from their personal histories to understand the significance of relationships and knowledge to their professional work. Findings also suggest that how participants understood relationships and knowledge were often competing with the constructs promoted by the district through dominant discourses. As a response, participants enacted their own understandings of their professional identities by asserting acts of agency within their classrooms and within social spaces.
URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1297272209
Database: OpenDissertations
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Header DbId: ddu
DbLabel: OpenDissertations
An: ddu.oai.etd.ohiolink.edu.kent1297272209
AccessLevel: 6
PubType: Dissertation/ Thesis
PubTypeId: dissertation
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Professional Identities: A Narrative Inquiry of Public Preschool Teachers
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sisson%2C+Jamie+Huff%22">Sisson, Jamie Huff</searchLink>
– Name: Author
  Label: Committee Members
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  Data: <searchLink fieldCode="CO" term="%22Lash%2C+Martha%22">Lash, Martha</searchLink>; <searchLink fieldCode="CO" term="%22James%2C+Jennifer%22">James, Jennifer</searchLink>
– Name: Abstract
  Label: Summary
  Group: Ab
  Data: Using narrative inquiry, the researcher examined how five public preschool teachers’ understand and negotiate their professional identities within the context of a major metropolitan school district. Based on the premise that identities are socially constructed, individually understood, and negotiated within social spaces, the researcher examined participants’ lived stories through the three dimensions of space: backward/ forwards, inward/outward, and situated in place (Clandinin and Connelly, 2000). These three dimensions provided insight into how participants have come to understand their professional identities throughout their life experiences and how they choose to author their identities in response to multiple constructs of what is professional.Findings from this narrative inquiry suggest that participants draw from their personal histories to understand the significance of relationships and knowledge to their professional work. Findings also suggest that how participants understood relationships and knowledge were often competing with the constructs promoted by the district through dominant discourses. As a response, participants enacted their own understandings of their professional identities by asserting acts of agency within their classrooms and within social spaces.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Code: eng
        Text: English
    Subjects:
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Teacher Education
        Type: general
      – SubjectFull: Narrative inquiry
        Type: general
      – SubjectFull: Public preschool
        Type: general
      – SubjectFull: Teacher professional identities
        Type: general
      – SubjectFull: Cultural Models Theory
        Type: general
      – SubjectFull: Competing constructs of professional
        Type: general
      – SubjectFull: Teacher agency
        Type: general
    Titles:
      – TitleFull: Professional Identities: A Narrative Inquiry of Public Preschool Teachers
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sisson, Jamie Huff
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 13
              M: 05
              Type: published
              Y: 2011
ResultId 1