Voices of Resilience from the Bottom Rungs

The Stories of Three Elementary Core French Teachers in Ontario

Bibliographic Data

ID8158700
AuthorsIbtissem Knouzi (University of Toronto), Callie Mady (0000-0003-1354-4958, Nipissing University)
Year2014
Volume60
Issue1
Pages62-80
Publication date2014-12-19
Open AccessYes
TypeARTICLE
VenueAlberta Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0002-4805 • E-ISSN: 1923-1857
PublisherUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v60i1.55764
OpenAlexW1699311610
LanguageEN
Citations received5
References cited3

This paper reports on a study that used activity theory (AT) as a framework to understand the dialogical relationship between three elementary Core French (CF) teachers’ personal and professional experiences and their literacy teaching beliefs and practices. This study used a case study design collecting data from three different teachers in three different locations by means of semi-structured interviews to help capture teachers’ perspective of their professional experiences. The interviews exposed the teachers’ creativity in dealing with concerns about their personal and professional goals and (limited) resources available, documented facilitating or constraining effects on the community that operated within the same activity system, and identified unspoken agendas of their wider professional communities. The analysis of the teachers’ narratives reveals that the definition of the status and role of CF within the Canadian educational context is an essential source of tension that affects the teachers’ teaching practices and their sense of professional identity

Core (optical fiber) · Mathematics education · Pedagogy · Physics · Resilience (materials science) · Sociology · Top-down and bottom-up design · Computer Science · Educational and Psychological Assessments · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies

Tools

Open DOIOpen Access