Recent-undergraduate to trainee-teacher : exploring the complexities of teacher-identity-formation through narrative inquiry

EDWARDS, Martyn (2015). Recent-undergraduate to trainee-teacher : exploring the complexities of teacher-identity-formation through narrative inquiry. In: It's All Adult Education, University of Leeds, 7-9 July 2015. (In Press)

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Abstract

This article reports on a narrative inquiry into Amy's transition from recent graduate to trainee teacher in further education. Amy's story was analysed using the three commonplaces of temporality, sociality and place. Teacher-identity-formation was confirmed to be a complex process. Recommendations for promoting teacher-identity-growth, including through literacy practices, were made. Key words: Narrative inquiry, teacher-identity-formation, literacy practices,

Item Type:	Conference or Workshop Item (Paper)
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Sheffield Institute of Education
Depositing User:	Martyn Edwards
Date Deposited:	10 Jun 2015 09:07
Last Modified:	18 Mar 2021 14:18
URI:	https://shura.shu.ac.uk/id/eprint/10173

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