@article{oai:yasuda-u.repo.nii.ac.jp:00000573,
 author = {Gabbrielli, Richard R.P. and ガブリエリ, リチャード},
 issue = {26},
 journal = {安田女子大学大学院紀要, The journal of the Graduate School, Yasuda Women's University},
 month = {Mar},
 note = {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.},
 pages = {21--30},
 title = {Transformational Narratives: Reexamining the Life Cycle of the Teacher},
 year = {2021}
}