At the Intersections of Narrative Inquiry and Professional Education (Invited)

In this paper, we explore the intersections of narrative inquiry and professional education by making visible four common tensions we experience across the disciplines of education and nursing. The tensions are woven, inseparable, and deeply embedded in complex landscapes of self, others, time, and institutional structures. We highlight the elements of narrative inquiry that reverberate into the ways we understand professional education. In this way, we explore pedagogical spaces shaped by world travelling, calling forth experience, and the significance of relationships as we think with experiences lived, told, retold, and relived

Questioning the Research on Early Career Teacher Attrition and Retention

In this paper, we consider scholarly work on early career teacher attrition, and retention, from 1999 to 2010. Much of the literature has framed attrition as either a problem associated with individual factors (e.g., burnout), or a problem associated with contextual factors (e.g., support and salary). Some recent conceptualizations consider early career teacher attrition as an identity- making process that involves a complex negotiation between individual and contextual factors. On the basis of our review, we suggest the need to shift the conversation from one focused only on retaining teachers, toward a conversation about sustaining teachers. This shift offers the possibility of new insights about teacher education and about the kinds of spaces needed on school landscapes to sustain and retain beginning teachers.Cet article porte sur les travaux académiques évoquant l'attrition et la rétention des enseignants en début de carrière entre 1999 et 2010. Une part importante de la littérature présente l'attrition comme un problème associé à des facteurs individuels (par ex. épuisement professionnel) ou bien à des facteurs contextuels (par ex. appui et salaire). Selon certaines conceptualisations récentes, l'attrition d'enseignants en début de carrière serait un processus de formation identitaire impliquant des négociations complexes entre l'individu et des facteurs contextuels. À partir de notre analyse, nous évoquons le besoin de s'éloigner des conversations portant exclusivement sur le besoin de retenir les enseignants pour discuter plutôt de soutien aux enseignants. D'un tel changement peuvent découler de nouvelles idées sur la formation des enseignants et le type de milieux scolaires nécessaires pour appuyer et retenir les enseignants en début de carrière

Redefining professional identity: the voice of a language teacher in a context of collaborative learning

Following a narrative and biographic approach, in this study, we present the case of an in-service language teacher and her professional learning trajectory in the context of the project ‘Languages and education: constructing and sharing train- ing’. This project aimed at the construction of a collaborative teacher education context for learning and transformation of experiences, views and practices in language education, and involved teachers, teacher educators and researchers. Based on a single case study, the analysis tries to disclose the teacher’s discur- sive displacements as hints of professional transformation while she reinterprets the learning taking place in the collaborative education process. The signs of change are visible in the way she constructs meanings regarding her professional identity, re-identifies her mission as a language teacher and reconsiders her pro- fessional identity. Finally, we reflect upon how collaborative teacher education scenarios may foster teachers’ personal professional learning and renewed self- images

Clandinin, D. Jean, Personal Practical Knowledge: A Study of Teachers\u27 Classroom Images, Curriculum Inquiry, 15(Winter, 1985), 361-385.

Reports a study of teachers\u27 personal practical knowledge in the classroom and the images used to characterize the classroom

Creating Spaces for Teachers' Voices

In this section two university researchers and one teacher researcher engage in a dialogue about the possibilities of including teacher research in our academic journals. Clandinin suggests, in her opening comments, that we have much to learn from li stening to teachers' accounts of their practices as we begin to create collaborative agendas for educational research shared with teachers. Black responds by inviting readers to imagine the poss ibilities that would be created by engaging in new relationships between researchers and teachers where there is an ongoing conversation that would reconfigure our work as teachers and researchers. Milburn responds by asking questions about the nature of teachers' accounts of their practices, about the criteria needed to judge the worth of teachers' stories, and about the validity of teachers' stories. Finally, Clandinin responds by wondering about the possibilities for written conversations between teachers and researchers

Clandinin, D. Jean, Developing Rythm in Teaching: The Narrative Study of a Beginning Teacher\u27s Personal Practical Knowledge of Classrooms, Curriculum Inquiry, 19(Summer, l989), 121-141.*

Explores the development of one first-year teacher\u27s personal practical knowledge of teaching

Clandinin, D. Jean, Classroom Practice: Teacher Images in Action . Philadelphia: Falmer Press, 1986.

Reports a study of teachers\u27 images of classroom practice

Stories to live by on the professional knowledge landscape

In this article I want to talk about some work I have been doing with a group of colleagues at universities and in schools over the past 20 years or so. It is work that explores questions of teacher knowledge, what it means t o come to know as teachers and how our knowing as teachers is shaped by the landscapes on which we come to know as teachers and the landscapes o n which we now teach. I will try and make connections between what is commonly called, in Canada and the United States and here in New Zealand, standards and competencies in teacher education and some of our work