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Imagined Stories Interrupted: A narrative inquiry into the experiences of teachers who do not teach

  • Author / Creator
    Pinnegar, Eliza A.
  • This two year long narrative inquiry, part of a larger study, inquires into experiences of teachers who have graduated but not assumed classroom teaching positions. The work draws on the conceptual framework of early landscapes, imagined stories, forward looking stories, and stories to live by. Field texts included transcripts of conversations, artifacts, and annals. This work includes three narrative accounts with an opening and closing chapter. The study highlights the importance of early landscapes in composing imagined stories, experiences when imagined stories are interrupted, and forward looking stories that are congruent with stories to live by. The study illuminates how forward looking stories are composed after the imagined story of teaching is interrupted.

  • Subjects / Keywords
  • Graduation date
    2012-11
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3CM5C
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Elementary Education
  • Supervisor / co-supervisor and their department(s)
    • Clandinin, D. Jean (Elementary Education)
  • Examining committee members and their departments
    • Long, Julie (Elementary Education)
    • Caine, Vera (Nursing Faculty)