Chelsea Cole
Biographic Data
| ID | 3828243 |
|---|---|
| NAME | Chelsea Cole |
| GIVEN NAMES | Chelsea |
| FAMILY NAME | Cole |
| SIGNATURE | COLE C |
| AFFILIATIONS | Brigham Young University |
| ORCID | 0000-0001-7188-8500 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Forced into the hinges
The authors examine the narrative experiences of three elementary school teachers as they navigate the tensions between their stories of curriculum and emotion. Using a narrative inquiry approach, the authors discovered that these teachers’ experiences could be described through the metaphor of a door hinge. This hinge presented two sides of the teachers: one where they felt frustrated and trapped by the curriculum stories given to them, and anot…
Collaborative self-study of early career academics identity transition
Purpose Recent research has indicated the significance of the early career phase for academic identity development. The purpose of the study is to generate a picture of how early career academics' (ECAs) identity development took shape through conceptual perspectives of positioning theory and communal self. Design/methodology/approach This article presents a collaborative self-study that documented how past, present, and future identities influen…
Teaching Be like … ’
This grounded theory study explores how teachers in the United States, the United Kingdom, and Portugal express their teacher identities and best-loved selves through Instagram. In each context, our findings suggest that Instagram can amplify or mute these teachers’ best-loved selves, represented by six categories and two cross-cutting themes. The teachers’ best-loved selves are shaped by a variety of contextual, personal, and pedagogical factors…
The emergence of teacher self in the elementary classroom
Toward Inquiry and Problem Posing in Teacher Education
Reflection as teachers
This study utilized Self-Study of Practice methodology to examine stories of our teacher development to explore the role of reflection in helping us grapple with challenging experiences in our teaching. Through emergent coding and collaborative analysis, we examine how reflection critically impacts the trajectory of practicing teachers. Our stories and subsequent discussion reveal recurring themes that suggest practices, attitudes, and skills ref…
Agents, Agency, and Teacher Education
Nike Goes to Broadway
Nike Goes to Broadway
Reflection as teachers
This study utilized Self-Study of Practice methodology to examine stories of our teacher development to explore the role of reflection in helping us grapple with challenging experiences in our teaching. Through emergent coding and collaborative analysis, we examine how reflection critically impacts the trajectory of practicing teachers. Our stories and subsequent discussion reveal recurring themes that suggest practices, attitudes, and skills ref…
Agents, Agency, and Teacher Education
The emergence of teacher self in the elementary classroom
Toward Inquiry and Problem Posing in Teacher Education
Teaching Be like … ’
This grounded theory study explores how teachers in the United States, the United Kingdom, and Portugal express their teacher identities and best-loved selves through Instagram. In each context, our findings suggest that Instagram can amplify or mute these teachers’ best-loved selves, represented by six categories and two cross-cutting themes. The teachers’ best-loved selves are shaped by a variety of contextual, personal, and pedagogical factors…
Forced into the hinges
The authors examine the narrative experiences of three elementary school teachers as they navigate the tensions between their stories of curriculum and emotion. Using a narrative inquiry approach, the authors discovered that these teachers’ experiences could be described through the metaphor of a door hinge. This hinge presented two sides of the teachers: one where they felt frustrated and trapped by the curriculum stories given to them, and anot…
Collaborative self-study of early career academics identity transition
Purpose Recent research has indicated the significance of the early career phase for academic identity development. The purpose of the study is to generate a picture of how early career academics' (ECAs) identity development took shape through conceptual perspectives of positioning theory and communal self. Design/methodology/approach This article presents a collaborative self-study that documented how past, present, and future identities influen…
Sociology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Qualitative research (3 works) · Teacher education (3 works) · Collaborative Teaching and Inclusion (2 works) · Narrative (2 works) · Social science (2 works)