Abstract
This article revisits a phenomenological case study in which I used metaphor to
explore, over a seven-year span, the blossoming and wilting of an early childhood
teacher’s career due to the complex interplay between a range of personal, relational
and contextual influences (Sumsion 2002). Following Kamler (2001), I now bring a
critical lens to my rereading of Sarah’s metaphors as cultural texts that reflect the
cultural storylines, positionings and practices that Sarah perceived were available to her. I argue that deconstructing these cultural texts draws attention to the limitations of discourses commonly available to preservice and early career teachers. Implications for teacher educators are discussed.
Original language | English |
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Pages (from-to) | 67-87 |
Number of pages | 21 |
Journal | The Australian Educational Researcher |
Volume | 30 |
Issue number | 3 |
Publication status | Published - 2003 |