TY - JOUR
T1 - Storied identities
T2 - Teacher learning and subject-matter context
AU - Drake, Corey
AU - Spillane, James P.
AU - Hufferd-Ackles, Kimberly
N1 - Funding Information:
This paper is based on research supported in part by a grant from the McDonnell Foundation. James Spillane also acknowledges the assistance provided by the School of Education and Social Policy and the Institute for Policy Research at Northwesten Unirversity.
PY - 2001/1
Y1 - 2001/1
N2 - This paper examines the role of elementary teachers’ identities as teachers and as learners on their teaching and learning practices. Using teachers’ literacy stories and mathematics stories as representations of their identities in the two subject-matter contexts, we find a common literacy identity across the 10 teachers in the study, but three distinct mathematics identities emerged within the group. The common literacy story is set both in school and at home and its theme is one of continual progress and learning. The three types of mathematics stories - 'turning point', 'failing' (foreclosed), and 'roller-coaster' - are distinguished from one another, based primarily on their tones and on their descriptions and interpretations of recent experiences. The effects of these different stories on teachers' practices are examined and implications for the design of curriculum and professional development are considered.
AB - This paper examines the role of elementary teachers’ identities as teachers and as learners on their teaching and learning practices. Using teachers’ literacy stories and mathematics stories as representations of their identities in the two subject-matter contexts, we find a common literacy identity across the 10 teachers in the study, but three distinct mathematics identities emerged within the group. The common literacy story is set both in school and at home and its theme is one of continual progress and learning. The three types of mathematics stories - 'turning point', 'failing' (foreclosed), and 'roller-coaster' - are distinguished from one another, based primarily on their tones and on their descriptions and interpretations of recent experiences. The effects of these different stories on teachers' practices are examined and implications for the design of curriculum and professional development are considered.
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U2 - 10.1080/00220270119765
DO - 10.1080/00220270119765
M3 - Article
AN - SCOPUS:0012631460
SN - 0022-0272
VL - 33
SP - 1
EP - 23
JO - Journal of Curriculum Studies
JF - Journal of Curriculum Studies
IS - 1
ER -