Jordan, Anne Irene (2021) Teacher identity, teacher response, and pedagogical narration in a primary school setting. Research Master thesis, Victoria University.

Abstract

This research will examine how teacher identity and a teacher’s view of the child as capable influences curriculum creation, teacher’s response, and culture of a classroom in a primary school community. It will seek to understand how this image of the child constructs teacher response that engages with students’ thinking and makes meaning of learning and children’s understandings of their worlds. Situated as a post-qualitative inquiry using pedagogical narrations, the relationships between child and teacher, teaching practices, professional conversations, and questions of praxis are made visible for debate and dialogue. Teacher identity influences moments with children, honouring the entangled relationships between child and teacher, and the co-participation of child and teacher together. This study utilises pedagogical narrations to articulate teacher’s experiences, wonderings, and questions into teaching practices.

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