What Does it Mean for Teachers to be True to Themselves? Can a Critical Creative Process Support our Articulations of Self?

Victoria Inyang-Talbot

What Does it Mean for Teachers to be True to Themselves? Can a Critical Creative Process Support our Articulations of Self?

Victoria Inyang-Talbot

Research output: Other contribution › Blog

Abstract

This blog examines the concept of teacher authenticity and questions its plausibility. Written as an introduction to a conference presentation, it invites teachers and others to reimagine a more critical approach to the teacher self that puts the power of self-narrativization in teachers' hands

Original language	English
Type	The idea of a teacher authenticity and the question of how power narrativizes the teacher self
Media of output	Blog
Number of pages	2
Publication status	Published - 12 May 2022

Keywords

Authenticity
teacher self
articulation and reflective practice

Access to Document

https://blogs.edgehill.ac.uk/isr/what-does-it-mean-for-teachers-to-be-true-to-themselves-can-a-critical-creative-process-support-our-articulations-of-self/

FACILITATING TEACHER CRITICAL AUTHENTICITY THROUGH POETIC INQUIRY
Ekpo, V. I. (Author), FULFORD, A. (Director of Studies) & Albin-Clark, J. (Supervisor), 29 Apr 2024
Student thesis: Doctoral Thesis

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Cite this

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title = "What Does it Mean for Teachers to be True to Themselves? Can a Critical Creative Process Support our Articulations of Self?",

abstract = "This blog examines the concept of teacher authenticity and questions its plausibility. Written as an introduction to a conference presentation, it invites teachers and others to reimagine a more critical approach to the teacher self that puts the power of self-narrativization in teachers' hands",

keywords = "Authenticity, teacher self, articulation and reflective practice",

author = "Victoria Inyang-Talbot",

year = "2022",

month = may,

day = "12",