Writing as Inquiry: Storying the Teaching Self in Writing Workshops

Abstract

Recent research demonstrates that the process of telling and writing personal stories is a powerful means of fostering teachers' professional growth (Connelly &

Reconsidering research on teachers’ professional identity

“…During the last two decades, the narrative research tradition gained much influence on research on teaching and teacher education. Generally speaking, from a narrative perspective, the practice of teaching is seen as constructed when teachers tell and live out particular stories (Elbaz-Luwisch, 2002).…”

“…Through storytelling, teachers engage in narrative 'theorizing' and, based on that, teachers may further discover and shape their professional identity resulting in new or different stories (see also Bullough, 1997). These stories are in part personal stories shaped by their own knowledge, values, feelings, and purposes; they are also collective stories shaped by the traditions of the school where the teacher works and, though somewhat implicit in the work of Connelly and Clandinin, the broader social, cultural, and historical context within which the stories are lived out (Elbaz-Luwisch, 2002).…”

Revisiting and Rewriting Early Career Encounters: Reconstructing one ‘Identity Defining’ Moment

“…My own experience of sharing my story of Hannah with others has taught me how one teacher's narrative can help other practitioners form connections, by making their practical experience more tangible (Elbaz-Luwisch, 2002). In other words, authenticity can trigger similar expressions of authenticity in others (Bochner & Ellis, 2002).…”

“…Teachers already tell and re-tell their stories of idiosyncratic knowledge on a daily basis, to negotiate personal meaning and to handle the multiple demands from external commitments from administrators, parents and the public (Elbaz-Luwisch, 2002). Finding solidarity through receiving validation by another's story may help guide them through all these demands, giving them a greater sense of empowerment, regardless of the complexities involved.…”

From Language Learners to Language Teachers to Language Teacher Trainers: Narrative Stories of Four Instructional Coaches

“…They further proposed that professional identity can be characterized as "stories to live by" and referred to it as "a way to conceptually bring together a teacher's personal practical knowledge, his or her professional knowledge landscape and identity" (p. 25). The practice of teaching is constructed when teachers tell and live out particular stories (Elbaz-Luwisch, 2002). …”