Teachers, narrative identity and ability constructs: exploring dissonance and consensus in contrasting school systems

Research output: Contribution to journalArticlepeer-review

Abstract

An exploration of the significance of ability beliefs in four case study schools in contrasting systems (independent and state comprehensives) provides a foundation for this paper. Through four delimited case studies using observations, semi-structured interviews, telephone interviews and multiple perspectives, rich data emerged. Subsequently, drawing on dynamic concepts of identity, consideration was given to the ways in which teachers in case study schools reflected dissonance in their beliefs and actions. These dissonant moments were captured and analysed in relation to the many narratives helping to shape teacher identity and consideration was given to a sense of belonging to community and educational values.
Original languageEnglish
Pages (from-to)409-431
Number of pages23
JournalResearch Papers in Education
Volume25
Issue number4
DOIs
Publication statusPublished - 1 Jan 2010

Keywords

  • ability
  • identity
  • narrative
  • consensus
  • dissonance

Fingerprint

Dive into the research topics of 'Teachers, narrative identity and ability constructs: exploring dissonance and consensus in contrasting school systems'. Together they form a unique fingerprint.

Cite this