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Promises made, promises broken: A literary criticism of the Pennsylvania lead teacher experience.

机译：作出的承诺，破灭的承诺：对宾夕法尼亚州首席教师经历的文学批评。

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摘要

This study is a personal odyssey of my struggle to come to terms with some of the recurring events and conflicts I have experienced as a teacher. Using the Pennsylvania Lead Teacher Initiative as my context, I examine its roots in teacher development reform discourse and shape an official story of how it was conceived in Pennsylvania.;After interviewing lead teachers and non-lead teachers, I created a series of encounters which I call, "inner views storied." Using literary theory (narrative) as a rationale, I create texts that portray the stories of my encounters with my participants in a way that enables the reader to hear our conversations. Since all of the characters in the inner views storied are female, feminine perspective is present. Interestingly, a disproportionate number of Pennsylvania lead teachers are women.;Using principles of literary and educational criticism, I interpret the texts of the inner views storied, focusing on the surface and embedded meaning in them. I interpret the themes that emerge from a critical theory perspective and convey the appearance/reality dualism within the texts by showing that the Lead Teacher Initiative represents a symbolic effort to "professionalize" teaching, while the lived experience of the teachers involved in lead teacher programs (mostly women) reveals the effects of proletarianization.;Through this interpretative study, I developed an understanding not only of the ways in which the dominant ideology functions to oppress my class and gender, but also of the ways in which I have acted in complicity with the very forces I have been struggling to combat. The journey has been painful and the wisdom I have come to is a bitter wisdom, yet paradoxically, it has liberated me from the rational, technical mind set that imbues our culture and has made me available for new beginnings.
机译：这项研究是我为适应老师所经历的一些反复发生的事件和冲突而奋斗的个人经历。我以宾夕法尼亚州首席教师倡议为背景，考察了其在教师发展改革话语中的根源，并形成了有关宾夕法尼亚州如何构想的官方故事。在采访了首席教师和非首席教师之后，我创造了一系列的相遇，我称之为“内心的故事”。我以文学理论（叙事）为基础，创作文字来描述我与参与者的相遇故事，以使读者能够听到我们的对话。由于内在故事中的所有人物都是女性，因此存在女性的视角。有趣的是，宾夕法尼亚州的主要教师中有不成比例的是女性。；我使用文学和教育批评的原理，对所存储的内部观点的文本进行解释，重点放在表面和内在含义上。我通过批判性教师活动代表了“专业化”教学的象征性努力，而参与主要教师计划的教师的真实经验则解释了从批判理论角度出现的主题，并在文本中传达了表象/现实二元论。 （大多数是女性）揭示了无产阶级化的影响。通过这项解释性研究，我不仅对占主导地位的意识形态压迫我的阶级和性别的方式有了了解，而且对我同谋行动的方式也有了了解。我一直在努力奋斗。旅途很痛苦，我所获得的智慧是一种苦涩的智慧，但自相矛盾的是，它使我从灌输我们文化并为新的起点提供服务的理性，技术思维中解放了出来。

著录项

  • 作者

    Ceroni, Kathleen Marie.;

  • 作者单位

    University of Pittsburgh.;

  • 授予单位 University of Pittsburgh.;
  • 学科 Education Teacher Training.;Education Language and Literature.
  • 学位 Ph.D.
  • 年度 1995
  • 页码 246 p.
  • 总页数 246
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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