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      Narrative practices in developing professional identities: Issues of objectivity and agency

      London Review of Education

      UCL Press

      telling stories, narrative, identity, identification, teacher educators

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          Abstract

          This article presents an analytical model of binary dimensions of narrative practice perceived as two continua between the oppositions of subjectivity/objectivity and structure/agency. Such narrative practice is considered as a site for professional ‘identification’ and self-knowing. The analytical model provided a framework that was applied to a series of professional life history narrative events and follow-up discussions conducted with six early career teacher educators working across two contrasting sites for teacher education. The findings evidence participants’ reflections within the narrative events that relate to the descriptors of each quadrant in this model and show that it has utility in describing and understanding the process of identification that takes place within narrative practice.

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          Most cited references 40

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          Reconsidering research on teachers’ professional identity

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            Telling Identities: In Search of an Analytic Tool for Investigating Learning as a Culturally Shaped Activity

             A. Prusak,  A. Sfard (2005)
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              Becoming a teacher educator: evidence from the field

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                Author and article information

                Journal
                lre
                London Review of Education
                UCL Press (UK )
                1474-8479
                31 March 2021
                : 19
                : 1
                Affiliations
                UCL Institute of Education, UK
                Author notes
                Corresponding author: Email: p.amott@ 123456ucl.ac.uk
                Article
                10.14324/LRE.19.1.11
                Copyright © 2021 Amott.

                This is an open-access article distributed under the terms of the Creative Commons Attribution Licence (CC BY) 4.0 https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited.

                Page count
                Figures: 1, Tables: 2, References: 40, Pages: 17
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                General articles

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                London Review of Education
                Volume 19, Issue 1

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