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ERIC Number: EJ899011
Record Type: Journal
Publication Date: 2010-Dec
Pages: 23
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0267-1522
Teachers, Narrative Identity and Ability Constructs: Exploring Dissonance and Consensus in Contrasting School Systems
Hamilton, Lorna Christine
Research Papers in Education, v25 n4 p409-431 Dec 2010
An exploration of the significance of ability beliefs in four case study schools in contrasting systems (independent and state comprehensives) provides a foundation for this paper. Through four delimited case studies using observations, semi-structured interviews, telephone interviews and multiple perspectives, rich data emerged. Subsequently, drawing on dynamic concepts of identity, consideration was given to the ways in which teachers in case study schools reflected dissonance in their beliefs and actions. These dissonant moments were captured and analysed in relation to the many narratives helping to shape teacher identity and consideration was given to a sense of belonging to community and educational values. (Contains 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)