Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare.

Journal article

Nuttall, Joce. (2006). Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teachers and Teaching: Theory and Practice. 12(2), pp. 139 - 150. https://doi.org/10.1080/13450600500467316
AuthorsNuttall, Joce
Abstract

One characteristic of long day childcare settings in New Zealand is the opportunity for teachers to continuously observe each other at work. Ngaire's story is an account of one teacher's problematic negotiation of her subjectivity (self-as-teacher) in the context of a wider institutional story drawn from Ngaire's colleagues' observations of her teaching. Through an examination of Ngaire's narrative about her past, present and future self, informed by symbolic interactionist methodological and theoretical concepts, the author challenges Jalongo and lsenberg's claim that sharing teacher narratives provide a 'natural' way for teachers to generate new meanings about practice. Some stories may be too risky to tell and Ngaire's story does not have a happy ending. It is possible to speculate, however, on some of the ways in which teams of teachers might confront such risks, through examining the collective stories they tell about themselves.

KeywordsNarrative; Teachers' lives; Teaching; Early childhood education
Year2006
JournalTeachers and Teaching: Theory and Practice
Journal citation12 (2), pp. 139 - 150
PublisherRoutledge
ISSN1354-0602
Digital Object Identifier (DOI)https://doi.org/10.1080/13450600500467316
Scopus EID2-s2.0-63849280644
Page range139 - 150
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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