While I was a young English language arts teacher, my teacher identity matured in a nurturing environment cultivated by my veteran colleagues. Finding that this is not the common narrative told by beginning teachers (Alsup, 2019, 2006; Danielewicz, 2001), I wondered what impact sharing the stories of my veteran colleagues could have on young teachers. The purpose of this paper is to explain why narrative inquiry fit the parameters of this particular inquiry, what methods were utilized and how the project was constructed. Like Spector-Mersel (2011), I intend to describe my use of narrative inquiry to expand its conceptual and methodological definitions.
Narrative Inquiry, Teacher Identity, Qualitative Methodology
Thank you to my dissertation committee--Drs. Janet Alsup, Joann Phillion, Judy Lysaker, and Jake Burdick. The story of this research began with all your wise advice.
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Recommended APA Citation
Norman, T. (2020). Methods of a Narrative Inquirist: Storying the Endured Teacher Identity. The Qualitative Report, 25(11), 3962-3975. Retrieved from https://nsuworks.nova.edu/tqr/vol25/iss11/10