Why didn’t anyone tell us what it would really be like?: How Experienced Secondary Teachers Make Sense of Their Role

Main Article Content

Russell Greinke

Abstract

Historically, teacher retention has been a more significant issue than teacher recruitment. This study looks at how teachers become “comfortable in their own skin.” To be successful in their chosen careers, teachers undergo a process of Teacher Identity Formation that blends one’s educational philosophy, teaching style, and personality. Finding one’s own voice, one that is less imitative of influential teachers from one’s past, occurs in those “Borderlands” where the personal and the professional meet, where who you are as a person and who you are as a teacher coalesce. Via an interview-based phenomenological study, this paper uses the cumulative wisdom of successful, experienced teachers to look at how they ultimately make sense of their position and overcome obstacles to identity formation. The findings may offer guidance to new teachers and teacher educators.   

Article Details

How to Cite
Greinke, R. (2018). Why didn’t anyone tell us what it would really be like?: How Experienced Secondary Teachers Make Sense of Their Role. Educational Renaissance, 6(1). Retrieved from https://educationalrenaissance.org/index.php/edren/article/view/102
Section
Articles

References

References
Allen, J. (2000). Yellow brick roads: Shared and guided paths to independent reading 4-12. Portland: Stenhouse Publishers.

Allport, G. W. (1937). Personality: A psychological interpretation. New York: Holt.

Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Urbana, IL: National Council of Teachers of English.

Atwell, N. (1998). In the middle; New understandings about writing, reading, and learning. (2nd ed.) Portsmouth: Heinemann.

Boss, P. G., Doherty, W. J., LaRossa R., Schumm W. R., and Steinmetz, S. K. (1993). Sourcebook of family theories and methods: A contextual approach. New York: Plenum Press.

Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage Publications.

Fontana, A., & Frey, J. H. (2000). The interview: From structured questions to negotiated text. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed). (pp. 645-672). Thousand Oaks, CA: Sage Publications.

Hatch, J. A. (2002). Doing qualitative research in education settings. Albany: SUNY Press.

Johnson, L. (1992). My posse don’t do homework. New York: St. Martin’s.

Kane, P. R., ed. (1992). The first year of teaching: Real world stories from America’s teachers. New York: Mentor.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park: Sage Publications.

McCann, T. M., Johannessen, L. R., & Ricca, B. P. Supporting beginning English teachers: Research and implications for teacher induction. Urbana, IL. National Council of Teachers of English.

McCourt, F. (2005). Teacher man. New York: Scribner.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.

Protherough, R, & Atkinson, J. (1992). How English teachers see English teaching. Research in the teaching of English, 26(4), 385-407.

Provenza, P. (Director). (2005). The Aristocrats [Motion picture]. United States: ThinkFilm.

Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.

Sperber, M. (2005, September 9). Notes from a career in teaching. The chronicle of higher education, B20.

Tajfel, H., and Turner, J. C. (1986). The social identity theory of inter-group behavior. In S. Worchel and L. W. Austin (eds.), Psychology of Intergroup Relations. Chicago: Nelson-Hall.

Tremmel, R. (1999). Zen and the practice of teaching English. Portsmouth, NH: Boynton/Cook.