Understanding teacher identity from a symbolic interactionist perspective : two ethnographic narratives.

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dc.contributor.author Smit, Brigitte
dc.contributor.author Fritz, Elzette
dc.date.accessioned 2012-10-08T07:32:25Z
dc.date.available 2012-10-08T07:32:25Z
dc.date.issued 2008
dc.identifier.citation Smit, B. & Fritz, E. 2008. Understanding teacher identity from a symbolic interactionist perspective : two ethnographic narratives. South African Journal of Education, 28:91-101 en_US
dc.identifier.issn 2076-3433
dc.identifier.uri http://hdl.handle.net/10210/7770
dc.description.abstract In this ethnographic inquiry we portray two teacher narratives reflecting educational change in the context of two South African schools. The study was conducted as part of a larger inquiry into ten schools in urban South Africa. A decade of democracy begs some attention to educational progress and reform, from the viewpoint of teachers and with the culture of their schools as the inquiry’s landscape. We present two ethnographic narratives, crafted of a typical ‘township/rural’ school, and an established Afrikaans school, with two teachers as the main social actors. Data were sourced from passive observations, interviews, informal conversations, and journal data. These field texts were analysed for content and narrative using, as methodological frame, the ‘Clandininian’ “metaphorical three-dimensional inquiry space”. Three data themes, teacher authority, commitment to the profession in terms of staying or leaving, and multitasking are theorised from a symbolic interactionist framework, using constructs such as situational, social and personal identity. The major finding of this inquiry speaks to the power of the working context, the educational landscape, which appears to be a much stronger force in the development of teacher identity than national educational policies. en_US
dc.language.iso en en_US
dc.publisher The Education Association of South Africa en_US
dc.rights Education Association of South Africa en_US
dc.subject Educational change en_US
dc.subject Narrative inquiry en_US
dc.subject Symbolic interactionism en_US
dc.subject Teacher identity en_US
dc.title Understanding teacher identity from a symbolic interactionist perspective : two ethnographic narratives. en_US
dc.type Article en_US

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