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Permanent link (DOI): https://doi.org/10.7939/R3ZT3Z

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Un voyage initiatique au Kenya : De l’expérience personnelle au renouvellement de ma pratique d’accompagnateur Open Access

Descriptions

Other title
Subject/Keyword
stage internationnal au Kenya
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Morin, Alyre
Supervisor and department
Mandin, Lucille (Faculté Saint-Jean/ University of Alberta)
Examining committee member and department
Skogen, Rochelle (Department of Elementary Education, University of Alberta)
Long, Julie (Department of Elementary Education, University of Alberta
Mandin, Lucille (Faculté Saint-Jean/University of Alberta)
Department
Faculté Saint-Jean
Specialization
Études en langue et culture
Date accepted
2013-09-17T08:35:17Z
Graduation date
2013-11
Degree
Master of Education
Degree level
Master's
Abstract
This qualitative narrative research seeks to explore the impact of my experience as co-director of an international field experience project in rural schools in Kenya, on my professional identity. The purpose of this study is to understand how my experience as supervisor of Education students, completing a teaching practicum in the Massai Mara in Kenya, has shaped my ever-evolving professional identity. As I reflected on the powerful moments, experienced during three field experience projects in Kenya, identified as 'stories to live by' (Connelly and Clandinin, 2000), it became clear my 'teacher identity' had shifted. As I analyzed the 'stories', the phenomenon of cross-cultural education, the power of creating communities of 'otherness' and the power of experience emerged. It is my hope that those reading this study will be encouraged, either to begin or to continue to think about how their 'own stories' are shaping their professional identity. I want to continue my journey in the field of professional identity, pursuing opportunities to dialogue about the issues I have come to believe are fundamental to the professional well - being of educators.
Language
French
DOI
doi:10.7939/R3ZT3Z
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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