Voices of Resilience from the Bottom Rungs: The Stories of Three Elementary Core French Teachers in Ontario

Autor/inn/en	Knouzi, Ibtissem; Mady, Callie
Titel	Voices of Resilience from the Bottom Rungs: The Stories of Three Elementary Core French Teachers in Ontario
Quelle	In: Alberta Journal of Educational Research, 60 (2014) 1, S.62-80 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Resilience (Psychology); Elementary School Teachers; French; Beliefs; Educational Practices; Teaching Experience; Phenomenology; Literacy; Individual Characteristics; Teacher Characteristics; Professional Identity; Case Studies; Semi Structured Interviews; Creativity; Educational Resources; Personal Narratives; Barriers; Educational Environment; Foreign Countries; Language Teachers; Canada + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Französisch; Belief; Glaube; Bildungspraxis; Phenomenological psychology; Phänomenologie; Psychologie; Alphabetisierung; Schreib- und Lesefähigkeit; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Case study; Fallstudie; Case Study; Kreativität; Bildungsmittel; Erlebniserzählung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Language teacher; Sprachunterricht; Kanada
Abstract	This paper reports on a study that used activity theory (AT) as a framework to understand the dialogical relationship between three elementary Core French (CF) teachers' personal and professional experiences and their literacy teaching beliefs and practices. This study used a case study design collecting data from three different teachers in three different locations by means of semi-structured interviews to help capture teachers' perspective of their professional experiences. The interviews exposed the teachers' creativity in dealing with concerns about their personal and professional goals and (limited) resources available, documented facilitating or constraining effects on the community that operated within the same activity system, and identified unspoken agendas of their wider professional communities. The analysis of the teachers' narratives reveals that the definition of the status and role of CF within the Canadian educational context is an essential source of tension that affects the teachers' teaching practices and their sense of professional identity. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01