Shifts in the Narrative of Teacher Through Experiences in Out-of-School Care

• In Event: Marriott Roundtable Session 30
  In Roundtable Session: Uncovering and Understanding: Stories of Experience

Abstract

From a view of curriculum as a course of life and using narrative inquiry methodology (Clandinin & Connelly, 1992, 2000), this study enquires into the experiences of one male teacher (a former warehouse manager) as he learned to teach in an OSC classroom and my own experiences alongside him. Sean had few experiences with children, little formal teacher education, and for most of our experience refused teacher as a label. In contrast, I had formal teacher education, labeled myself as teacher and had taught in OSC and regular classrooms. This study provides insight into shifts into teacher identity through experience contributing to the under researched area of teacher development in Out of School Care (OSC) and Daycare.

Author

• Eliza Anne Pinnegar, Learning Adventures Child Care Centre