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Granger, Colette A. – Teachers and Teaching: Theory and Practice, 2010
In this conceptual paper I draw on narratives from several contexts in my own educational history--a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator--to consider, first, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking…
Descriptors: Preservice Teachers, Educational History, Teaching Experience, Teacher Educators
Craig, Cheryl J. – Teachers and Teaching: Theory and Practice, 2005
In this article, a parallel is drawn between Steven Hawking's use of common and novel metaphors in his evolving explanation of the theory of the universe and the similar use of common and novel metaphors by educators in four school contexts attempting to illuminate their experiences of school reform storied and restoried over time. The epistemic…
Descriptors: Educational Change, Epistemology, Figurative Language, Learning Strategies
Watson, Cate – Teachers and Teaching: Theory and Practice, 2006
The importance of the concept of professional identity lies in its relationship to professional knowledge and action, but these links are complex. A traditional notion of identity is of something essential about ourselves, a fixed and stable core of "self". More recently, however, identity has been seen as an ongoing and performative…
Descriptors: Personal Narratives, Foreign Countries, Theory Practice Relationship, Knowledge Base for Teaching
Fottland, Helg – Teachers and Teaching: Theory and Practice, 2004
By evoking the concept of memory pictures, the author recalls her early years as a teacher. Rather than calling herself a beginning teacher, she characterizes herself as a fledgling teacher to capture the insecurity associated with the first years of teaching. This experience is narrated through five memory pictures: (1) the new school's many…
Descriptors: Learning Theories, Autobiographies, Beginning Teachers, Teacher Educators