门槛与考验:(重新)讲述教师的旅程

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

Changing English-Studies in Culture and Education Pub Date : 2021-04-08 DOI:10.1080/1358684X.2021.1895723

J. McConnel

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引用次数: 1

摘要

本文探讨了英雄旅程的语言如何为教师在其职业生涯的各个阶段提供启发。加拿大和美国的教师通过Skype接受了采访，了解他们在写作和读写方面的经历。这里介绍了四位老师，两位来自加拿大，两位来自美国。通过叙事分析，作者认为，使用主人公旅程的特定语言，而不一定是其线性结构，可以帮助表达教师叙事的共同点和分歧。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Thresholds and Ordeals: (Re)storying the Teacher’s Journey

ABSTRACT This article explores the ways in which the language of the hero’s journey can serve as a heuristic for teachers at all stages of their professional experience. Teachers in Canada and the United States were interviewed via Skype about their experiences around writing and literacy. Four teachers are profiled here, two from Canada and two from the United States. Through narrative analysis, the author suggests that using the specific language of the hero’s journey, but not necessarily its linear structure, can help articulate commonalities and divergences in teacher narratives.

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来源期刊

Changing English-Studies in Culture and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

25.00%

发文量