Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers

Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers

This qualitative dissertation explored the professional learning experiences and perceived needs of four beginning high school English teachers in two NYC schools and the ways and means those needs were being addressed or not addressed. Through in-depth interviews with the teachers, my renderings fr...

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Bibliographic Details
Main Author: Semaya, Beth Allison
Language:English
Published: 2019
Subjects:
Education
Career development
First year teachers
English teachers > Attitudes
Online Access:https://doi.org/10.7916/d8-zezd-2c51
id ndltd-columbia.edu-oai-academiccommons.columbia.edu-10.7916-d8-zezd-2c51
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spelling ndltd-columbia.edu-oai-academiccommons.columbia.edu-10.7916-d8-zezd-2c512019-06-06T03:05:41ZOpenings and Constraints: The Professional Learning Experiences of Four Beginning TeachersSemaya, Beth Allison2019ThesesEducationCareer developmentFirst year teachersEnglish teachers--AttitudesThis qualitative dissertation explored the professional learning experiences and perceived needs of four beginning high school English teachers in two NYC schools and the ways and means those needs were being addressed or not addressed. Through in-depth interviews with the teachers, my renderings from the interviews focused on how discourse shapes an understanding of the professional learning opportunities that operate as openings and constraints for teachers’ professional growth. I drew on the work of historian Michel Foucault as a theoretical framework to examine the production of a teacher’s sense of “self” as an effect of power/knowledge relations circulating within the dominant school discourses in which they are situated and the larger educational context at this historic moment.Englishhttps://doi.org/10.7916/d8-zezd-2c51
collection NDLTD
language English
sources NDLTD
topic Education
Career development
First year teachers
English teachers--Attitudes
spellingShingle Education
Career development
First year teachers
English teachers--Attitudes
Semaya, Beth Allison
Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers
description This qualitative dissertation explored the professional learning experiences and perceived needs of four beginning high school English teachers in two NYC schools and the ways and means those needs were being addressed or not addressed. Through in-depth interviews with the teachers, my renderings from the interviews focused on how discourse shapes an understanding of the professional learning opportunities that operate as openings and constraints for teachers’ professional growth. I drew on the work of historian Michel Foucault as a theoretical framework to examine the production of a teacher’s sense of “self” as an effect of power/knowledge relations circulating within the dominant school discourses in which they are situated and the larger educational context at this historic moment.
author Semaya, Beth Allison
author_facet Semaya, Beth Allison
author_sort Semaya, Beth Allison
title Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers
title_short Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers
title_full Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers
title_fullStr Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers
title_full_unstemmed Openings and Constraints: The Professional Learning Experiences of Four Beginning Teachers
title_sort openings and constraints: the professional learning experiences of four beginning teachers
publishDate 2019
url https://doi.org/10.7916/d8-zezd-2c51
work_keys_str_mv AT semayabethallison openingsandconstraintstheprofessionallearningexperiencesoffourbeginningteachers
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