Loosening Chronology's Collar: Reframing teachers' career narratives as stories of life and work without end

By Alex D.M. Pomson

International Journal of Qualitative Studies in Education, 2004

This article argues that there is a methodological limitation within the use of the narrative as a normative mode for research into teachers' careers. The author proposes that if we are to understand why and how people have pursued careers as teachers, we should instead ask interviewees about their past in relation both to their present sense of themselves as teachers and their future aspirations. The author argues that in framing career research this way--presenting an account of multiple roles without arriving at some point of conclusion in the present--we may come to a better appreciation of what it means to lead a professional life where dimensions of the self are always in tension. The author presents a 'career portrait' - an ethnographic sketch of a teacher's career  - so as to indicate something of the data that might be generated when this research frame is used for the study of teachers' careers.

Topic: Educators, Professional Development, Pedagogy, Education, Teachers

Volume/Issue: vol.17/no.5

Page Number(s): 647-661

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Genre: Article

Coverage: United States

Language: English

Copyright Information: Download for personal use, freely distribute link

Bibliographic Information:
Pomson, Alex D.M. Loosening Chronology's Collar: Reframing teachers' career narratives as stories of life and work without end. International Journal of Qualitative Studies in Education. 2004: 647-661. http://www.bjpa.org/Publications/details.cfm?PublicationID=3929


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