To be or not to be? That is the question: A narrative inquiry into the experiences of a young Physical Education teacher-researcher

This study is a Narrative Inquiry into my experiences as a teacher-researcher in the first two years of teaching. The main aim of the study was to explore the ways in which I identified myself as a teacher-researcher within... [ view full abstract ]

This study is a Narrative Inquiry into my experiences as a teacher-researcher in the first two years of teaching. The main aim of the study was to explore the ways in which I identified myself as a teacher-researcher within the political landscapes of schools. Using Narrative Inquiry and Dewey’s (1916, 1938) theories of experience, I created a thread of stories which were interpreted and analysed from within a 3-dimensional inquiry space (Clandinin and Connelly 2000). Stories arose from entries in a personal journal, an audio-diary, lengthy formal conversations with tutors, fellow teachers, friends, and family; and conversations within the 3-dimensional inquiry space with participants. I discovered and explored feelings of otherness, isolation, and identity crisis. The political landscapes of schools proved to have a lasting effect on the ways in which I negotiated my identity. For example, tensions were evident in my interactions in PE departments, school meetings, job interviews, and in research seminars. With PE colleagues, tension was implicit and often expressed in humour. After job interviews, senior teachers implied my research as a lack of commitment to classroom teaching numerous times. Findings from this study are subject to my perspective and should be treated accordingly. Notwithstanding, PE teachers who seek to become teacher-researchers require the tools to navigate the political landscapes of schools during their initial years of teaching. Questions about the image and expectations of PE teachers in schools needs closer attention if schools cannot, or do not, support teachers to develop their professional identity in multiple ways. As such, more research conducted from within these landscapes is required to generate dialogue about how young teachers can be supported to develop their identities in ways that meets the needs of Physical Education in an ever-changing world.