Voices of Identity in a Chicana Teacher’s Occupational Narratives of the Self
Voices of Identity in a Chicana Teacher’s Occupational Narratives of the Self
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墨西哥裔教师职业自我叙述中的身份之声
DOI：
10.1007/s11256-007-0052-z
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发表时间：
2007
期刊：
影响因子：
--
通讯作者：
René Galindo
中科院分区：
文献类型：
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作者：
René Galindo
教师叙事探究的研究领域已经确定了教师个人身份与专业身份之间的联系。教师叙事探究虽然以叙事文本为数据，但对叙事作为话语形式在身份建构中的作用重视不够。本研究以叙事认同的概念为指导，对一名墨西哥裔教师的个人经历叙事进行分析。在一年中进行的采访中，对六个叙述进行了分析，研究了叙述中的声音如何通过报告性话语进行交流，代表了关系，话语和意识形态的社会世界，在这些社会世界中，奇卡纳教师的职业身份形成了。据报道，这位奇卡纳教师的叙述中引用了重要他人的声音，比如她的家人和学生的父母。作为一名双语教育教师，这些声音对她新兴的职业身份所代表的紧张和挑战，这位墨西哥裔教师的叙述精心设计了她的回应。在她的叙述中，这位墨西哥裔教师还在她作为双语教师的职业身份的不同阶段构建了连续性，包括从大学生到新手双语教师，再到有经验的双语教师的转变。
The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers. Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher.