Telling Stories: A Process of Identification for Six Neophyte Teacher Educators

This study engaged new teacher educator participants in narrative story telling which facilitated a process of ‘identification’ that was supportive of their identity transformation. The study considers the process of identity transformation as these experienced teachers move into their new roles as teacher educators. The narrative method was sensitive to a poststructuralist view of identity. Six neophyte teacher educators shared their Professional Life Histories for this study. This adapted life history method included the use of prospective as well as retrospective reflection. Follow up discussions provided an opportunity for reflection on the Professional Life History process. These narrative events were analysed using an interpretive approach based on grounded theory. Three viewing frames, consisting of explorations in relation to identity and identification, types of reflection and narrative storytelling, were applied. The narrative events revealed evidence of identity transformation for the participants but found that identity as a teacher educator was in process and only partially formed at the point of telling their stories suggesting that their identity was still in transition despite having spent some time in the role, and for some of them undergoing a yearlong preparation for the role. This study reveals how engaging in narrative story telling provided an opportunity for participants to activate a process of ‘identification’ which was supportive of identity transformation. Analysis of the forms of reflection evidenced in the narrative events suggested that critical self-reflection was involved in identification. Furthermore, the follow up discussions evidenced the emergence of ‘premise reflection’ (Mezirow, 1991) suggesting that ‘reflecting on reflection’ further enhanced self-knowing and identity transformation. A model of the interaction between two dimensions, that of subjective/objective and structure/agency, was developed proposing that within narrative story telling an individual might gain a more objective and agentive understanding of their professional identity and self

Stability Comparison Of Two Different Dentoalveolar Expansion Treatment Protocols

Objective: The aim of this study was to compare the longitudinal stability of the conventional straight-wire system after the use of a quad-helix appliance with Damon self-ligating system in patients with Class I malocclusion. Methods: 27 adolescent patients were evaluated at three different periods: pre-treatment (T1), post-treatment (T2) and three years post-treatment (T3). Group 1 included 12 patients (with a mean age of 14.65 year) treated with Damon 3MX bracket system; and Group 2 included 15 patients (with a mean age of 14.8 year) who underwent orthodontic treatment with Roth prescribed brackets after expansion with Quad-Helix appliance. Relapse was evaluated with dental cast examination and cephalometric radiograph tracings. Statistical analysis was performed with IBM-SPSS for Windows software, version 21 (SPSS Inc., Chicago, IL). A p-value smaller than 0.05 was considered statistically significant. Results: There were significant increases in all transverse dental and postero-anterior measurements (except for UL6-ML mm in Group 1) with active treatment. There was some significant relapse in the long-term in inter-canine width in both groups and in the inter-first premolar width in Group 2 (p< 0.05). Significant decrease in all frontal measurements from T2 to T3 was seen for both groups. Upper and lower incisors significantly proclined in T1-T2 (p< 0.05), however no relapse was found for both groups. When two systems were compared, there was no significant difference for the long-term follow-up period. Conclusion: Conventional (quad-helix appliance with conventional brackets) and Damon systems were found similar with regard to the long-term incisor positions and transverse dimension changes of maxillary arch.PubMedScopu