Finding Spaces for Inquiry: An autobiographical narrative inquiry into shifting teaching experiences

  • Author / Creator
    Wnuk, Sheri L.
  • This work is an autobiographical narrative inquiry into my lived experiences teaching and my struggle to make sense of my shifting stories to live by (Connelly & Clandinin, 1999). My research in nestled within a larger semi-structured interview study of 40 early career teachers in Alberta. To begin, I inquire into the tensions and bumping places that lead me to leave teaching during my eighth year of practice. As I awaken to Clandinin and Connelly’s (1996) concept of professional knowledge landscapes, I explore ways in which my experiences have been shaped by the various contexts in which I have worked. I move to identify three threads from the larger study that resonate most with me. I use these threads to further guide my inquiry. This study provides insights into how we might think differently about sustaining teachers who are beginning as well as sustaining teachers with experience.

  • Subjects / Keywords
  • Graduation date
  • Type of Item
  • Degree
    Master of Education
  • DOI
  • 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
  • Institution
    University of Alberta
  • Degree level
  • Department
  • Supervisor / co-supervisor and their department(s)
  • Examining committee members and their departments
    • Dr. Clandinin, Jean (Centre for Research for Teacher Education and Development)
    • Dr. Julie S Long (Elementary Education)
    • Dr. Randy Wimmer (Educational Policy Studies)