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Understanding international graduate...

Huang, Yi-Ping.

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Understanding international graduate instructors: A narrative critical ethnography.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Understanding international graduate instructors: A narrative critical ethnography./
Author:	Huang, Yi-Ping.
Description:	327 p.
Notes:	Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585.
Contained By:	Dissertation Abstracts International69-07A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3315922
ISBN:	9780549675464

Understanding international graduate instructors: A narrative critical ethnography.
Huang, Yi-Ping.

Understanding international graduate instructors: A narrative critical ethnography. - 327 p.

Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585.

Thesis (Ph.D.)--Indiana University, 2007.

This philosophical-empirical study reconstructed International Associate Instructors' (IAIs') narrative identities related to their professional development. Despite Connelly and Clandinin's (1999) definition of teacher identity as "stories to live by," scholars have argued for more theorizing in narrative research (e.g., Phelan, 2000) and more elucidation of self and identity in research on teacher identity (e.g., Beijaard et al., 2004). Thus, this research aims to uncover minority teachers' lived stories by clarifying the relations of self and identity to narrative and cultural milieu.

ISBN: 9780549675464Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Understanding international graduate instructors: A narrative critical ethnography.
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100 1 $a Huang, Yi-Ping. $3 1267260
245 1 0 $a Understanding international graduate instructors: A narrative critical ethnography.
300 $a 327 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585.
500 $a Adviser: David Flinders.
502 $a Thesis (Ph.D.)--Indiana University, 2007.
520 $a This philosophical-empirical study reconstructed International Associate Instructors' (IAIs') narrative identities related to their professional development. Despite Connelly and Clandinin's (1999) definition of teacher identity as "stories to live by," scholars have argued for more theorizing in narrative research (e.g., Phelan, 2000) and more elucidation of self and identity in research on teacher identity (e.g., Beijaard et al., 2004). Thus, this research aims to uncover minority teachers' lived stories by clarifying the relations of self and identity to narrative and cultural milieu.
520 $a I use critical qualitative research (Carspecken, 1996) and narrative inquiry (Clandinin & Connelly, 2000) in a form true to my meta -theory---an articulation of one's orientation to a research project. I especially reconstructed MacIntyre's (1981) theory of narrative unity underpinning Connelly and Clandinin's work by drawing on various philosophers' and sociologists' work (e.g., Hegel, Nietzsche, Mead, Habermas, Carspecken, and Korth). I also recruited four IAIs who taught different subject matter in the school of education at a well-known research-oriented university. They were all non-native, English-speaking novice teacher educators with different lengths of K-12 teaching experiences in their own countries. They came from China, South Korea, and Japan. Data was collected from two major sources: one semester of classroom observations and three individual semi-structured interviews with each of the four participants. Data was analyzed based on Carspecken's (1996) reconstructive analysis.
520 $a This study shows how the IAIs' life-stories were interwoven with three plotlines (i.e., Romance, Tragedy, and Comedy) and an existential underpinning feature of what I call Meta-Story. In particular, when claiming themselves through meta-story, my participants simultaneously conveyed who they were through identification with their own characters in their self-narratives and not being these characters---being beyond all positive narrative characters by referencing themselves as the self-critics of their life-stories.
520 $a I believe this study uncovers how the IAIs "experience their multicultural lives" (Phillion & Connelly, 2007, p. 293) with an organically produced theoretical framework, which would of significance for any study of human identity, self, and narrative. I also believe it sheds light on qualitative research methodology, multicultural education, and teacher education from an international perspective. Directions for future research and pedagogical/curricular suggestions are discussed.
590 $a School code: 0093.
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Higher. $3 543175
690 $a 0727
690 $a 0745
710 2 $a Indiana University. $b School of Education. $3 1020202
773 0 $t Dissertation Abstracts International $g 69-07A.
790 1 0 $a Flinders, David, $e advisor
790 1 0 $a Carspecken, Phil $e committee member
790 1 0 $a Buzzelli, Cary $e committee member
790 1 0 $a Johnston, Bill $e committee member
790 $a 0093
791 $a Ph.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3315922