Date of Award
Using an adapted life story interview process, narratives of six female mid-career elementary teachers were collected and analyzed. The stories describe the values and beliefs of these educators as they reflect on their experience being a teacher employed in one of three public elementary schools undergoing reform. Findings suggest professional development for teachers that cultivates a collaborative school culture and develops reflective dialogue and evaluative thinking is beneficial for schools in the midst of change. Author keywords: teacher identity; community of practice; learning community; life story; public school; professional development; reflective dialogue; evaluative thinking; change; elementary education; educational change; teachers--in-service training
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Parmenter, Amy, "I Am a Teacher Walking a Mile in Her Shoes: A Narrative Study of Teacher Identity" (2013). Educational Studies Dissertations. 21.
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