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Estola Eila (2003). « Hope as Work--Student Teachers Constructing Their Narrative Identities ». Scandinavian Journal of Educational Research, vol. 47, n° 2, p. 181–203. ISSN 0031-3831. En ligne : <http://www.informaworld.com/10.1080/00313830308613>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:15 Europe/Paris)
Resource type: Journal Article
DOI: 10.1080/00313830308613
ID no. (ISBN etc.): 0031-3831
BibTeX citation key: Estola2003
Categories: General
Keywords: Ă©ducation prioritaire, formation des enseignants
Creators: Estola
Collection: Scandinavian Journal of Educational Research
Views: 592/1342
Views index: 18%
Popularity index: 4.5%
URLs     http://www.informa ... 080/00313830308613
Abstract     
This article examines how student teachers construct their teacher identities by using (auto)biographical stories. Teacher identity is seen as a narrative process and teaching as a certain kind of practice, in which hope is a significant part. The inquiry is based on 35 essays written by students. The analysis includes five different stages of reading. The students are aware of the moral roots of teachers' work, its joys and predicaments, and struggle to make sense of the different narratives they hear about teachers' work. Although student teachers consider hope as an important part of teaching, they at the same time 'apologise' for having such an 'unrealistic view'. The results prove that (auto)biographical stories are a powerful tool for making the moral dimensions of teachers' identities visible. The results also challenge teacher educators and administrators of education to support student teachers to keep up their prospects of hope.
Added by: Marie Gaussel  
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