NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1197168
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1354-0602
Sustaining Teachers' Stories to Live By: Implications for Teacher Education
Schaefer, Lee; Clandinin, D. Jean
Teachers and Teaching: Theory and Practice, v25 n1 p54-68 2019
In this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two Canadian provinces and one narrative inquiry into the experiences of early career teacher leavers. These studies showed how early career teachers' stories to live by fuel their desires to become teachers. Teaching was a way to try to live out and sustain their stories to live by, that is, participants continued to live out their stories to live by shaped in early personal knowledge landscapes and embodied in their personal practical knowledge. We also learned that when teachers could not sustain their stories in the professional knowledge landscapes, their stories to live by shifted to stories to leave by, and they left teaching.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada