Small stories as resources for performing teacher identity
Identity-in-interaction in an urban language arts classroom
This paper sets out to (a) Theorize teacher identity as fluid, dynamic, interactionally emergent in situ, (b) Operationalize a dialogic narrative approach for the study of teacher identity on these terms, and (c) Account for the locally unfolding process of teacher identity, over short periods of time, in relation to curricular content. We pursue the inquiry through multi-layered small story analysis of a narrative, “My Worst Mistake,” told by a veteran English language arts teacher in the Midwestern United States.
Keywords: teacher identity, narrative inquiry, dialogic analysis, small stories
Published online: 11 October 2010
Cited by 33 other publications
Atkinson, Becky M.
Barnes, Meghan E.
Curwood, Jen Scott
Curwood, Jen Scott
Downey, C. Aiden
Estola, Eila, Hannu L. T. Heikkinen & Leena Syrjälä
Fina, Anna De & Alexandra Georgakopoulou
Gilmore, Britney & Michael W. Kramer
Ginting, Aprilia Arnis & Paulus Kuswandono
Hunt, Carolyn S. & Lara J. Handsfield
Ives, Denise & Mary M. Juzwik
Konopasky, Abigail W. & L. Earle Reybold
Netz, Hadar & Aliza Segal
Peltier, Marliese R., Elizabeth M. Bemiss, Courtney Shimek, Ann Van Wig, Laura J. Hopkins, Stephanie G. Davis, Roya Q. Scales & W. David Scales
Renga, Ian Parker
Schieble, Melissa, Amy Vetter & Mark Meacham
Sprain, Leah & Jessica M. F. Hughes
Syrjälä, Leena & Eila Estola
Taylor, Laura A., Saba Khan Vlach & Melissa Mosley Wetzel
Uitto, Minna, Saara-Leena Kaunisto, Leena Syrjälä & Eila Estola
Vetter, Amy, Mark Meacham & Melissa Schieble
Weyand, Larkin & Mary M. Juzwik
Wooffitt, Robin, Alicia Fuentes-Calle & Rebecca Campbell
This list is based on CrossRef data as of 30 august 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.