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  1. 安田女子大学大学院紀要
  2. 第26号

Transformational Narratives: Reexamining the Life Cycle of the Teacher

https://doi.org/10.24613/00000549
https://doi.org/10.24613/00000549
960e0bcd-908c-4cc4-91f6-fae165d2f112
名前 / ファイル ライセンス アクション
24323772026003.pdf 24323772026003.pdf (1.2 MB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2021-04-01
タイトル
タイトル Transformational Narratives: Reexamining the Life Cycle of the Teacher
言語 en
言語
言語 eng
キーワード
主題 Life cycle, teaching
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
ID登録
ID登録 10.24613/00000549
ID登録タイプ JaLC
著者 Gabbrielli, Richard R.P.

× Gabbrielli, Richard R.P.

WEKO 1258

en Gabbrielli, Richard R.P.

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ガブリエリ, リチャード

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内容記述タイプ Abstract
内容記述 Teacher education (pre-service training and in-service development) is systematic and comprehensive in nature. However, more attention could be given to the aspect of life cycle and its relevance to a career in teaching (especially considering the implications of the COVID-19 pandemic). This paper therefore offers a critical reexamination of the profession of teaching through the prism of the life cycle as proposed by key researchers in the field (Fessler, 1985; Huberman, 1989, 1993; Lortie, 1989; and Sikes, 1992). In this paper, the different phases of the teaching career are discussed, and analyzed as transformational narratives starting from the novice through to the seasoned educator with particular emphasis placed on the concept of expertise which is ambiguous and open to interpretation. Specifically, in each phase, the various challenges and rewards are presented, and the reasons for continuing along this particular career track are investigated with respect to personal and social identity, expectations, aspirations, and ageing. As a working framework, this paper adapts the work of Sikes (1992) which is regarded as a highly accessible and clear model of the teacher life cycle. Additionally, this paper draws from Rogers (1961), whose psychological constructs of process, potential, and the fully-functioning individual make it possible to reconsider the nature and function of teaching, and the life of the teacher, from a humanistic and phenomenological frame of reference.
書誌情報 ja : 安田女子大学大学院紀要
en : The journal of the Graduate School, Yasuda Women's University

号 26, p. 21-30, 発行日 2021-03-31
出版者
出版者 安田女子大学大学院
ISSN
収録物識別子タイプ PISSN
収録物識別子 24323772
書誌レコードID
収録物識別子タイプ NCID
収録物識別子 AN00242368
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