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What Do the Narratives Tell Us About the Meaning of “Becoming” a Teacher?

  • Ayesha Bashiruddin
Chapter

Abstract

This chapter presents a broad-brush analysis of the narratives and accentuates the findings of how individuals choose to become a teacher and what exactly is the meaning of “becoming” a teacher. This presents the crux of the phenomenon by unraveling not only its constituent elements but also making connections and interpretations in relation to other things. This will thus allow multiple ways of seeing how individual experiences of “becoming” a teacher is rooted in the local realities of the developing world. This chapter highlights some of the ways in which teachers from developing world contexts make the decision to become a teacher. It also underscores some of the issues that emerge from the inquiry into the meaning of “becoming” a teacher in the developing world.

References

  1. Bashiruddin, A. (2002). Seasons of my learning. In J. Edge (Ed.), Continuing professional development. Some of our perspectives (pp. 104–114). Kent: IATEFL Publications.Google Scholar
  2. Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150–170). New York: Longman.Google Scholar
  3. Lortie, D. C. (1975). Schoolteacher. Chicago: The University of Chicago Press.Google Scholar
  4. Wright, B., & Tuska, S. (1968). From dream to life in the psychology of becoming a teacher. School Review, 5&6(3), 253–293.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Ayesha Bashiruddin
    • 1
  1. 1.Independent Educational ConsultantMiamiUSA

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