Classroom Community and Possible Selves: Implications for Mid-Career Teacher Seminars

• In Event: Roundtable Session 95
  In Roundtable Session: Narrative Inquiry, Self-Efficacy, and Learning From Experienced Teachers

Abstract

This exploratory qualitative study utilized a grounded theory approach to examining the implementation of a focus on classroom community in a set of two seminar style courses for midcareer teachers. In developing classroom community, two key aspects were identified, course structure and instructor actions. The teachers’ perceptions of classroom community increased across the seminars and supported their ability to reflect upon teaching practices and envision possible selves. Within the umbrella theme of envisioning possible selves, personal/family selves, teaching selves and academic selves emerged in the seminar context. A model was developed to connect teachers’ classroom community, motivators and enactment of classroom practices to each set of possible selves. Implications for teacher education and professional development of university faculty are presented.

Author

• Romena Marie Holbert, Wright State University