ERIC Number: EJ1029386
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
From Stories of Staying to Stories of Leaving: A US Beginning Teacher's Experience
Craig, Cheryl J.
Journal of Curriculum Studies, v46 n1 p81-115 2014
This narrative inquiry traces a beginning teacher's unfolding career over a six-year period in a diverse middle school in the fourth largest city in the USA. The work revolves around two conceptualizations: "stories to live by" and "stories to leave by." How these identity-related phenomena surface and play out in an entry-level teacher's experiences become revealed. The stories of experience lived and told, and relived and retold, illuminate the influence of context on beginning teachers' knowing. The interwoven nature of educators' lives also forms a major theme. In the final analysis, the beginning teacher's "'stories to live by" are no longer able to sustain her in her urban teaching milieu. Shifting occurs and "stories to leave by" prevail.
Descriptors: Beginning Teachers, Middle Schools, Middle School Teachers, Urban Schools, Teacher Persistence, Faculty Mobility, Inquiry, Personal Narratives, Beginning Teacher Induction, Longitudinal Studies, Educational Change, Principals, Communities of Practice, Federal Legislation, Educational Legislation, Teacher Attitudes, Teacher Evaluation, Mentors, Teacher Salaries, Interprofessional Relationship, Meetings, Faculty Development
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: Middle Schools
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001