TY - CHAP
T1 - Peeling away the red apple
T2 - seeing anew the images shaping teachers' identities
AU - Lavina, Leanne
PY - 2019
Y1 - 2019
N2 - When we think of ‘teacher’ what images come to mind? In what ways have popularised images of teacher influenced the ways we see teachers’ work? For those who spend their professional lives living and working in educational contexts, how have these images of “memory and myth” (Weber & Mitchell, 1995, xi) guided understandings of self and practice? With these questions as a springboard, I explored the use of aesthetic tools for uncovering the identity journeys of six early childhood teachers working in Sydney, Australia. Engaging processes of collecting, creating, and representing, teachers in this research project used a variety of visual modes for revealing the connections and contradictions often associated with representations of ‘teacher’, while examining the influence of personally embedded stereotypes on their search for images to make sense of evolving professional identities. Participants shared their earliest memories of ‘teacher’ and revealed stories of teaching experience impacting their identity formation. Engaging collaborative forms of reflection, the aesthetic nature of the research itself created a unique space to share processes involved in better understanding teacher identity journeys.
AB - When we think of ‘teacher’ what images come to mind? In what ways have popularised images of teacher influenced the ways we see teachers’ work? For those who spend their professional lives living and working in educational contexts, how have these images of “memory and myth” (Weber & Mitchell, 1995, xi) guided understandings of self and practice? With these questions as a springboard, I explored the use of aesthetic tools for uncovering the identity journeys of six early childhood teachers working in Sydney, Australia. Engaging processes of collecting, creating, and representing, teachers in this research project used a variety of visual modes for revealing the connections and contradictions often associated with representations of ‘teacher’, while examining the influence of personally embedded stereotypes on their search for images to make sense of evolving professional identities. Participants shared their earliest memories of ‘teacher’ and revealed stories of teaching experience impacting their identity formation. Engaging collaborative forms of reflection, the aesthetic nature of the research itself created a unique space to share processes involved in better understanding teacher identity journeys.
UR - http://www.scopus.com/inward/record.url?scp=85089949163&partnerID=8YFLogxK
M3 - Chapter
SN - 9780367001339
SN - 9780367001315
T3 - Thinking about pedagogy in early childhood education
SP - 65
EP - 81
BT - Multiple early childhood identities
A2 - Salamon, Andi
A2 - Chng, Angela
PB - Routledge
CY - Abingdon, Oxon
ER -