Observation Essay
Autobiographical or Observation Essay. 750-1,000 wordsI tried to write an observation essay. Please make sure that it is an observation essay format. Here is the A ruberic for the whole course:
The A Paper The paper exhibits abundant evidence of critical, careful thought and analysis and/or insight The introduction immediately captures the attention and interest of the audience By the end of the introduction (whether a paragraph or pages long), the audience has a good idea what the essay will be about
The central idea is clearly expressed to the audience
The central idea is creative and fresh, not trivial or so well-worn as to be uninteresting to the audience The central idea is well developed and clarity of purpose is exhibited throughout the essay
There are smooth, logical transitions between paragraphs and ideas Each paragraph has a clear relation to the main idea
Major points are well developed-supported and illustrated with evidence and examples
Evidence and examples are vivid and specific, while the focus remains tight Essay is logically organized Vocabulary is sophisticated and correct, as are sentences, which vary in structure and length Writer’s tone is clear, consistent and appropriate for intended audience.
Mechanical errors are rare
The conclusion does more than simply end the paper Research, if required, is correctly presented and documented
Assignment II (60%, 1,800-2,000 words)
You consolidate your understanding of teacher professionalism in Assignment II. This
understanding should be reflected by an integrated analysis of readings, collected
information during FE/personal investigation and personal reflection. You should
present your conceptual understanding of teacher professionalism through the
selected aspect indicated in Assignment I. Based on your new conceptual
understanding, you suggest relevant strategies to practice teacher professionalism.
The details of the three elements are as follows:
▪ Readings (at least five required/recommended class readings; highlight these
readings in bold on the reference list)
▪ Collected information from FE or personal investigation according to the action
plan in Assignment I.
▪ Personal reflection (personalize your reflection by using “I”, making it clear that
you are talking about yourself and not teachers in general).
Please note that this part of the individual assignment is NOT:
- A regular essay that you normally do for other courses, i.e. discussing a selected
topic based on your literature review only. - A report of the collected information only.
- A personal reflection describing your thoughts and experiences only.
ASSESSMENT CRITERIA
Assignment II
Criteria
Weight
as %
Fail
[Grade F]
Weak
[Grade D]
Pass
[Grade C]
Credit
[Grade B]
Distinction
[Grade A]
Analysis:
Teacher
professionalism
through the
selected aspect
30
No analysis of
teacher
professionalism
through the
selected aspect.
Inadequate
analysis of
teacher
professionalism
through the
selected aspect.
Some
conceptual
analysis of
teacher
professionalism
through the
selected aspect.
Conceptually
sound analysis
of teacher
professionalism
through the
selected aspect.
Critical and
conceptually
sound analysis of
teacher
professionalism
through the
selected aspect.
Integration:
Individual
learning from
FE/personal
investigation
and personal
reflection on
the selected
aspect
20
No integration
of individual
learning from
FE/personal
investigation
and personal
reflection on the
selected aspect.
All elements are
written
separately
without any
relation.
Minimal
integration of
individual
learning from
FE/personal
investigation
and personal
reflection on the
selected aspect.
Some
integration of
individual
learning from
FE/ personal
investigation
and personal
reflection on the
selected aspect.
OR either
investigation or
personal
reflection only is
integrated.
Appropriate
integration of
individual
learning from
FE/personal
investigation
and personal
reflection on the
selected aspect.
Effective
integration of
individual
learning from
FE/personal
investigation and
personal
reflection on the
selected aspect.
Application:
Strategies for
performing as a
professional
teacher based
on the selected
aspect
20
Irrelevant or no
strategies for
performing as a
professional
teacher based
on the selected
aspect.
Minimal
discussion of
strategies (e.g. a
short list of
strategies
without
elaboration) for
performing as a
professional
teacher based
on the selected
aspect.
Some strategies
for performing
as a professional
teacher based
on the selected
aspect, with
some
elaboration or
examples.
Relevant
strategies for
performing as a
professional
teacher based
on the selected
aspect.
Highly relevant
strategies for
performing as a
professional
teacher based on
the selected
aspect, with
examples and
addressing
possible issues in
implementation.
Referencing:
Application of
references with
proper citation
to support the
arguments
15
No application
of references to
support the
analysis, Not
conform to APA
style.
Inadequate
application of
references to
support the
analysis.
Frequent errors
with the APA
style. Reference
list not
corresponding
with citations.
Some
application of
references with
proper citation
to support the
analysis. Use
APA style but
with some
errors.
Reference list
largely
Appropriate
application of
references with
proper citation
to support the
analysis. Some
variation in
effectiveness,
relevance,
accurate use of
the APA style or
mirroring
Effective
application of upto-date
references with
proper citation
to support the
analysis.
Conform to APA
style. Complete
mirroring
between the
corresponding
with citations.
between the
citation and the
reference list.
citation and the
reference list.
Presentation:
Expression and
organization of
ideas
15
Confusing ideas. Ideas not clear
and somewhat
disorganized.
Somewhat clear
and organized
ideas.
Clearly
expressed and
organized ideas.
Fluently
expressed and
coherently
organized ideas,
indexed through
use of tools such
as a clear outline,
and effective use
of headings.
READINGS
Introduction to Teacher Professionalism
Professional Identity: Being and Becoming
Focus:
▪ Professionalism in relation to professional identity and ethics
▪ Nature of teaching and the teaching profession as a collective community
▪ Meanings of professional identity and contexts
▪ You as a teacher: The personal-professional connection
Required readings
Dunne, M. (2011). Who do you think you are… and who do you think you will be as a teacher?
In D. McGregor & L. Cartwright (Eds.), Developing reflective practice: A guide for beginning
teachers (pp. 39-54). Berkshire: Open University Press.
Guiding questions:
- What is the meaning of professional identity?
- What are the factors affecting professional identity?
- How is professional identity influenced by contexts? What does it mean by context?
Reflection: - How would you describe yourself as a person and as a teacher?
- What kind of teacher do you want to be and to become?
Recommended readings
Ayers, W. (2010). Beginning: The challenge of teaching. In W. Ayers, To teach: The journey of
a teacher (3rd ed., pp. 13-37). New York, NY: Teachers College Press.
Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning
pre-service teachers’ professional identities. Issues in Educational Research, 25(3), 225-245.
Palmer, P. J. (2017). The heart of a teacher: Identity and integrity in teaching. In P. J. Palmer,
The courage to teach guide for reflection and renewal (pp. 9-34). San Francisco, CA: John Wiley
& Sons.
陳錦榮 (2005)：成為廾一世紀的好老師，輯於許景輝等編：《領袖敎師與敎師專業發展》，
(頁 175-188)，香港，匯智出版有限公司。
Teacher Professionalism and Professionalization (two parts)
Focus:
▪ Meanings of teacher professionalism and professionalization
▪ Changing meaning of professionalism in relation to societal changes
▪ Your professional identity in the context of Hong Kong
First part
Required readings - Sachs, J. (2003). Teacher professionalism in transition. In J. Sachs, The activist teaching
profession (pp. 1-17). Buckingham: Open University Press. - Committee on Professional Development of Teachers and Principals. (2018). Professional
standards for teachers of Hong Kong. Retrieved from https://www.cotap.hk/images/Tstandard/Teacher/PST-Framework-Stage-Descriptors-20180913.pdf
Guiding questions: - Why is it so difficult to achieve consensus on the concept of teacher professionalism?
- What is old teacher professionalism? How does it compare with transformative
professionalism?
Reflection: - What new understanding have you gained about the meaning of teacher professionalism
or being a professional teacher in Hong Kong?
Second part
Required readings - Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers
and Teaching: History and Practice, 6(2), 151-182. - Yuen, G., & Lee, T. H. (2017). The education development of Hong Kong. Hong Kong: The
Education University of Hong Kong. (This is a Chinese video recording with English
subtitles, supported by Chinese and English transcripts. Both video and transcripts will be
made available through Moodle.)
Guiding questions: - How do the three stages of education development in Hong Kong fit in the four ages of
professionalism in Western societies? (Refer to the video recording or its transcript.)
Reflection: - The meaning of teacher professionalism is dynamic in nature, or changes with time and
context. How has its meaning changed in Hong Kong (or the context you are familiar) and
what implication does it have on the professionalization process of teachers in Hong Kong
(or of your chosen context)?
Recommended readings
Education Commission. (1992). Education Commission report no. 5: The teaching profession.
Retrieved from http://www.edb.gov.hk/attachment/en/about-edb/publications-stat/majorreports/ecr5_e.pdf
Morris, P. (2008). Teacher professionalism and teacher education in Hong Kong. In D. Johnson
& R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp. 119-138).
New York, NY: Springer.
Osgood, J. (2010). Reconstructing professionalism in ECEC: The case for the ‘critically reflective
emotional professional’. Early Years: An International Research Journal, 30(2), 119-133.
Sachs, J. (2016). Teacher professionalism: Why are we still talking about it? Teachers and
Teaching: Theory and Practice, 22(4), 413-425.
Sweeting, A. (2008). Teacher professionalization in Hong Kong: Historical perspectives. In D.
Johnson & R. Maclean (Eds.), Teaching: Professionalization, development and leadership (pp.
45-65). New York, NY: Springer.
戚本盛 (2002)：教育問責的變異，輯於胡少偉編《推廣教育專業操守運動：守則公布十
周年紀念特刋》，(頁 28-31)，香港，教育人員專業操守議會。
曾榮光 (1998)：《香港教育政策分析：社會學的視域》，香港，三聯書店(香港)有限公
司。[第一部份：教師專業與教師教育]
Professional Ethics in Teaching Practice
Focus:
▪ Meaning of ethical practice – professional core values and ethics
▪ Identifying and confronting ethical dilemmas
▪ Your professional judgment and choice of action in facing ethical dilemmas
Required readings - Shapira-Lishchinsky, O. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching
practice. Teaching and Teacher Education, 27(3), 648-656. - Council on Professional Conduct in Education. (1995). Code for the education profession
of Hong Kong (extracted edition). Retrieved from http://cpc.edb.org.hk/english/code.htm
Guiding questions: - Why is teaching an ethical practice? How does the author define ethical dilemma?
- What are the five different categories of ethical dilemmas?
- How may various factors affect teachers’ responses to ethical dilemmas?
Reflection: - With reference to the code of ethics in Hong Kong, teachers are responsible for various
groups of stakeholders. In face of professional conflicts or ethical dilemmas, is/are there
specific group(s) of stakeholders that teachers should give more weight when making
judgment and decisions? Why?
Recommended readings
Ayers, W. (2010). Seeing the student. In W. Ayers, To teach: The journey of a teacher (3rd ed.,
pp. 38-60). New York, NY: Teachers College Press.
Blaise, M., & Nuttall, J. (2011). The ethical teacher. In M. Blaise & J. Nuttall, Learning to teach
in the early childhood classrooms (pp. 229-235). South Melbourne, Vic: Oxford University
Press.
Reagan, T. G., Case, C. W., & Brubacher, J. W. (2000). Values, ethics, and reflective teaching.
In T. G. Reagan, C. W. Case & J. W. Brubacher, Becoming a reflective educator: How to build a
culture of inquiry in the schools (2nd ed., pp. 57-75). Thousand Oaks, CA: Corwin Press, Inc.
Richert, A. E. (2005). Learning to negotiate the moral terrain of teaching. In M. College (Ed.),
Teaching as principled practice: Managing complexity for social justice (pp. 17-34). Thousand
Oaks; London: Sage Publications.
Mackenzie, S. V., & Mackenzie, G. C. (2010). Now what? Confronting and resolving ethical
questions. Thousand Oaks, CA: Corwin Press. Noddings, N. (1993). Caring: A feminist
perspective. In K. A. Strike & L. Ternasky (Eds.), Ethics for professionals in education:
Perspectives for preparation and practice (pp. 43-53). New York, NY: Teachers College Press.
Stojanovska, V. (2013). Students’ opinion about professional ethics relation of the teachers.
International Journal of Cognitive Research in Science, Engineering and Education, 1(2), 1-5.
教育人員專業操守議會 (2002)：《教師操守情況研究報告書》，摘自
http://cpc.edb.org.hk/tc/download/teacher-survey/wholereport.htm
余惠冰 (2002)：對香港教師實施『規訓管治』的起源：剖析教師守則的歷史脈絡，載於
胡少偉編《推廣教育專業操守運動：守則公布十周年紀念特刋》，(頁 32-34)，香港，教
育人員專業操守議會。
Fitting in: School Culture
Focus:
▪ School culture and organization
▪ Your ways of fitting in with a new school placement
Required readings
Gault, A. (2011). How does your teacher identity fit in with the culture of teaching and the
organization? In D. McGregor & L. Cartwright (Eds.), Developing reflective practice: A guide for
beginning teachers (pp. 69-89). Berkshire: Open University Press.
Recommended readings
Ayers, W. (2010). Creating an environment for learning. In W. Ayers, To teach: The journey of
a teacher (3rd ed., pp. 61-76). New York, NY: Teachers College Press.
Choi, P. L., & Tang, S. Y. F. (2008). Role management strategies of beginning teachers in Hong
Kong. Teacher Development, 9(3), 369-387.
Collinson, V., & Cook, T. F. (2007). Organizational learning: Improving learning, teaching and
leading in school systems. Thousand Oaks, CA: Sage Publications.
Lee, D. H. L., & Chiu, C. S. (2017). “School banding”: Principals’ perspectives of teacher
professional development in the school-based management context. Journal of Educational
Administration, 55(6), 686-701.
Tang, S. Y. F., Cheng, M. M. H., & Wong, A. K. Y. (2016). The preparation of pre-service student
teachers’ competence to work in schools. Journal of Education for Teaching, 42(2), 149-162.
江哲光和何碧愉 (2006)：《學校改進行動：用「心」的班級經營》，學校教育改革系列
之 28，香港，香港中文大學教育學院香港教育研究所。
沈六 (2011)：建構正向的與組織良善的學校文化，《台灣教育》，668，頁 4-12。
Collaborative Relationships with Teachers
Focus:
▪ Meaning and rationale for teacher collaboration
▪ Your involvement and contributions to teacher collaboration
Required readings
Katrien Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A
systematic review. Educational Research Review, 15, 17-40. [Read pp. 21-36 only]
Guiding questions: - How may structural aspects of teacher collaboration affect its focus and depth?
- Why is deep teacher collaboration not easy to achieve?
- What are some of the benefits and consequences of teacher collaboration?
- In what ways do different factors facilitating and hindering teacher collaboration?
- What does it mean to have effective teacher collaboration?
Reflection: - With a better understanding of the meaning and developments of teacher collaboration,
what comes to your mind when reflecting on your own and/or placement school(s)? - As a new teacher, what contributions can you bring to teacher collaboration?
Recommended readings
Day, C. (2004). Passionate learning communities. In C. Day, A passion for teaching (pp. 134-
157). London; New York: RoutledgeFalmer.
Hargreaves, A. (1994). Collaboration and contrived collegiality: Cup of comfort or poisoned
chalice? In A. Hargreaves, Changing teachers, changing times: Teachers’ work and culture in
the postmodern age (pp. 186-211). London: Cassel.
Heslop, D., & Devlin, L. A. (2011). Identifying and mapping your complementary support
systems: Who are your partners in reflection? In D. McGregor & L. Cartwright (Eds.),
Developing reflective practice: A guide for beginning teachers (pp. 91-106). Berkshire: Open
University Press.
Mak, B., & Pun, S. H. (2014). Cultivating a teacher community of practice for sustainable
professional development: Beyond planned efforts. Teachers and Teaching: Theory and
Practice, 21(1), 4-21.
Meirink, J. A., Imants, J., Meijer, P. C., & Verloop, N. (2010). Teacher learning and collaboration
in innovative teams. Cambridge Journal of Education, 40, 161-181.
Rennie Center for Education Research and Policy. (2013). Making space: The value of teacher
collaboration. Boston, MA: Edvestors.
Riveros, A., Newton, P., & Burgess, D. (2012). A situated account of teacher agency and
learning: Critical reflections on professional learning communities. Canadian Journal of
Education, 35(1), 202-216.
Collaborative Relationships with Parents and Community Partners
Focus
▪ Reasons for building collaborative relationships with parents and communities
▪ Challenges in working with parents and community partners
Required readings
Hargreaves, A. (2000). Professionals and parents: Personal adversaries or public allies?
Prospects, 30(2), 201-213.
Guiding questions: - Why are silent home-school partnerships considered inadequate for today’s education?
- What is happening in the school context that necessities the need to develop learning
partnerships between teachers and parents? Identify obstacles or challenges involved in
this kind of relationship. - On what ground does Hargreaves argue for activist partnerships that position both
teachers and parents as social movements?
Reflection: - What are your views on parental involvement in education? In what ways are they similar
to or different from the images of parent-teacher relationships discussed in the article? - These days third-parties such as educational businesses are involved in schooling. What
issues are there and how can teachers prevent them?
Recommended readings
Choi, T.-H. (2018). English education in partnership with third parties: A case of equity in Hong
Kong. In S.-O. Kweon & B. Spolsky (Eds.), The Asian EFL classroom: Issues, challenges and
future expectations (pp. 169-188). Abingdon, Oxon: Routledge.
Choi, T.-H., Walker, A., Tang, S. Y. F., Ko, J., & Chiu, C. S. (2018). Outsourcing of education in
Hong Kong: Practice, issues and recommendations. Hong Kong: The Education University of
Hong Kong. Available at,
https://drive.google.com/file/d/1gZLpWhULAqCI8vE38GH_GblEqwBoPfsS/view
Grant, K. B., & Ray, J. A. (2013). Home, school, and community collaboration: Culturally
responsive family engagement. Thousand Oaks, CA: Sage Publications.
Ho, E. S. C. (2009). Home-school collaboration in two Chinese societies: Hong Kong and Macao.
In R. Deslandes (Ed.), International perspectives on contexts, communities, and evaluated
innovative practices: Family-school-community partnerships (pp. 37-49). New York, NY:
Routledge.
Ng, S. W., & Yuen, G. (2015). Exploring teaching professionals’ constraints in implementation
of parental involvement in school education. Procedia – Social and Behavioral Sciences, 191,
1077-1081.
Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. (2016). Parent-teacher relationships in
elementary school: An examination of parent-teacher trust. Psychology in the Schools, 53(10),
1003-1017.
何瑞珠 (2016) ：青少年的生涯規劃：家庭、學校與社區協作，《香港教師中心學報》，
15，頁 1-16。
古鼎儀 (2004)：弱勢社群的教育：家庭、學校與社區的支援，輯於古鼎儀、甘志強和容
萬城編《教育與課程改革：珠三角地區的適應與發展》，(頁 161-172)，香港，港澳兒
童教育國際協會。
吳迅榮 (2011)：《家庭、學校及社區協作：理論、模式與實踐：香港的經驗與啟示》，
香港，學術專業圖書中心。
蕭仲廷 (2012)：論家長參與類型與親師溝通，《休閒與社會研究》，5，頁 63-75。
Education Policy and Society: Professional Voice and Commitment
Focus:
▪ Contributing to the teaching profession as a member
▪ Teacher role and voice in education policy and society at large
▪ Your professional stance in the face of controversial issues
Required readings
Ayers, W., Kumashiro, K., Meiners, E., Quinne, T., & Stovall, D. (2010). Our communities
deserve justice! In W. Ayers, K. Kumashiro, E. Meiners, T. Quinne & D. Stovall, Teaching
toward democracy: Educators as agents of change (pp. 59-83). Boulder; London: Paradigm
Publishers.
Guiding questions:
- How are these terms, classrooms as porous places, schools as contested space, and
teaching as praxis, understood in the article? - The authors go into great length to discuss teaching for social justice and the pedagogy of
three Rs (relevance, relationship and revolution). What are the main ideas that you can
draw from the discussion that matters to teachers and the teaching profession?
Reflection: - Think of an example in Hong Kong that can demonstrate your understanding of
classrooms as porous places, schools as contested space, and teaching as praxis. - Identify one area where you think your education philosophy and approach to teaching
and learning may not align easily with school philosophy/organization/culture and/or
education policy. How would you navigate the tensions and contradictions?
Recommended readings
Ayers, W., Kumashiro, K., Meiners, E., Quinne, T., & Stovall, D. (2010). Improving educational
policy. In W. Ayers, K. Kumashiro, E. Meiners, T. Quinne & D. Stovall, Teaching toward
democracy: Educators as agents of change (pp. 111-134). Boulder; London: Paradigm
Publishers.
Cheng, Y. C. (2009). Hong Kong educational reforms in the last decade: Reform syndrome and
new developments. International Journal of Educational Management, 23(1), 65-86.
General Teaching Council Promotion Sub-committee. (2003). Consultation document on
establishing the general teaching council. Hong Kong: Council on Professional Conduct in
Education.
Ho, L. S., Morris, P., & Zhong, Y. P. (Eds.). (2005). Education reform and the quest for excellence:
The Hong Kong story. Hong Kong: Hong Kong University Press.
Jerome, L. (2016). Interpreting children’s rights education: Three perspectives and three roles
for teachers. Citizenship, Social and Economics Education, 15(2), 143-156.
Tse, T. K. C., & Lee, M. H. (2017). Making sense of education in post-handover Hong Kong.
London and New York: Routledge.
Yuen, G. (2018). Masks, masquerades and ironic performances: Getting our(selves) heard. In
K. J. Kennedy & J. C. K. Lee (Eds.), Routledge Handbook on Schools and Schooling and Asia (pp.
441-449). London; New York: Routledge.
黎國燦 (2011)：《中小學教師工作量調查報告》，香港，香港教育學院策略規劃處。
曾榮光(1997)：追求優質教育有何不妥? ─《七號報告書》的批判 ，輯於《教統會第七
號報告書的深層意義：市場效率的膜拜》，(頁 12-20)，香港，香港中文大學香港教育研
究所。
余惠冰(2002)：《教師專業意見研究報告書》，摘自 http://cpc.edb.org.hk/tc/download/
teacher-survey/p1-20.pdf
余惠冰 (2003)：從成立專業公會的政策議論系譜看香港教師專業化，輯於黃顯華等編《課
程發展與教師專業發展的夥伴協作》，(頁 263-283)，香港，中文大學出版社。
袁慧筠、黎國燦和羅家儀 (2010)：《學券制下的幼兒教師工作》，香港，香港教育學院
策略規劃處。
Resilience and Professional Development
Focus:
▪ Meanings of resilience and professional capital
▪ Relationship between resilience and professional growth
▪ Opportunities of and threats for professional growth
▪ Your strategies to overcome adversity as a beginning teacher
Required readings
Day, C., & Gu, Q. (2014). Why the best teaching and learning in school requires everyday
resilience. In C. Day & Q. Gu, Resilient teachers, resilient schools: Building and sustaining
quality in testing times (pp. 14-30). London; New York: Routledge.
Guiding questions: - How do Day and Gu explain the terms resilience and professional capital?
- If teachers lack the capacity to be resilient, what negative effects may this have on
students? - What is everyday resilience? Why is it important to teachers?
- What are the challenges of teacher resilience? How could developing professional capital help face these challenges?
Reflection: - As a new teacher, you are likely to feel pressured and stressed out. What may be some of
your possible sources of pressure and negative emotions? - Come up with two strategies to build up your everyday resilience and professional capital
to face up the perceived challenges. - Identify passionate and committed teachers that you have met as a student in various
stages of education. What inspirations do they bring you about professional development?
Recommended readings
Ayers, W. (2010). Working in the gap: The mystery of teaching. In W. Ayers, To teach: The
journey of a teacher (3rd ed., pp. 135-151). New York, NY: Teachers College Press.
Castro, A.J., Kelly, J., & Shih, M. (2010). Resilience strategies for new teachers in high-needs
areas. Teaching and Teacher Education, 26(3), 622-629.
Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers
from 1997 to 2007. Teaching and Teacher Education, 25(5), 767-777.
Choi, T. H., & Walker, A. D. (2018). A heuristic model for tailoring teacher development to
educational reforms: Focusing on ambiguity and conflict generation. Teachers and Teacher
Education, 74, 72-84.
Gu, Q., & Day, C. (2013). Challenges to teacher resilience: conditions count. British Educational
Research Journal, 39(1), 22-44.
Halse, C. (2010). A process of (un)becoming: Life history and the professional development of
teachers. In A. Bathmaker & P. Harnett (Eds.), Exploring learning, identity and power through
life history and narrative research (pp. 25-38). New York; Oxon: Routledge.
Kelchtermans, G. (2009). Career stories as gateways to understanding teacher development.
In C. Day, J. Sachs, S. Rolls, H. Plauborg, M. Bayer & U. Brinkkjaer (Eds.), Teachers’ career
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