Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/3394
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dc.contributor.authorWatson, Cate-
dc.date.accessioned2016-11-05T02:21:45Z-
dc.date.issued2006-
dc.identifier.urihttp://hdl.handle.net/1893/3394-
dc.description.abstractThe importance of the concept of professional identity lies in its relationship to professional knowledge and action, but these links are complex. A traditional notion of identity is of something essential about ourselves, a fixed and stable core of ‘self’. More recently, however, identity has been seen as an ongoing and performative process in which individuals draw on diverse resources to construct selves. This process is seen as emerging in and through narratives of practice. This paper, based on research into teachers’ professional identities in relation to behaviour management, presents a narrative analysis showing how ‘Dan’ draws on available resources to construct himself as a teacher and how this process is shaped by the institutions in which he is situated.en_UK
dc.language.isoen-
dc.publisherTaylor & Francis (Routledge)-
dc.relationWatson C (2006) Narratives of practice and the construction of identity in teaching, Teachers and Teaching: Theory and Practice, 12 (5), pp. 509-526.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author; you can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectProfessional identityen_UK
dc.subjectNarrativeen_UK
dc.subjectBehaviour managementen_UK
dc.subjectPracticeen_UK
dc.subject.lcshProfessional socialization-
dc.subject.lcshIdentity-
dc.subject.lcshTeachers-
dc.titleNarratives of practice and the construction of identity in teachingen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1080/13540600600832213-
dc.citation.jtitleTeachers and Teaching: Theory and Practice-
dc.citation.issn1354-0602-
dc.citation.volume12-
dc.citation.issue5-
dc.citation.spage509-
dc.citation.epage526-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailcate.watson@stir.ac.uk-
dc.citation.date24/01/2007-
dc.contributor.affiliationProfessional Education-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Journal Articles

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