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2018
Volume 59, Issue 1
  • ISSN: 0034-527X
  • E-ISSN: 1943-2348

Abstract

This eight-year longitudinal case study follows one high school English teacher from her practicum and student teaching through three subsequent job sites, with one year off due to prohibitive job stress. To study the developmental path of Caitlin, the teacher, we rely on the metaphor of the twisting path, which comes from Vygotsky’s attention to socially mediated concept development. This development is reliant on engagement with obstacles that promote growth and conceptual synthesis, with some obstacles becoming prohibitive and discouraging and with the path proceeding in a serpentine rather than straightforward way. Our principal data source is a series of biannual interviews conducted either in person or via video-conferencing platforms. We trace Caitlin’s developmental path by attending to her encounters with competing perspectives, policies, and practices informing the English curriculum, especially as they were enforced by different stakeholders. These obstacles were at times internal to her own thinking (e.g., the tension between relational, student-centered instruction and the belief that students need guidance to reach their potential), at times local in terms of English department and schoolwide tensions (especially, contentious battles over canonical versus relational and contemporary teaching), and at times from distant sources in the form of community pressures and externally created policies affecting instruction (in particular, imposed standardized teaching and assessment in conflict with instruction predicated on relationships and teacher judgment). These conflicts were virtually nonexistent in the fourth school she taught in, an alternative school where test scores were far less important than establishing supportive relationships with students through which they experienced care and cultivation. This eight-year longitudinal case study contributes to research that investigates how school contexts affect teachers’ persistence and attrition, with attention to which sorts of environments provided obstacles that benefitted Caitlin’s development, and which were prohibitive.

© 2024 by the National Council of Teachers of English
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2024-08-01
2026-06-14
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An Eight-Year Longitudinal Study of an English Language Arts Teacher’s Developmental Path through Multiple Contexts
Research in the Teaching of English 59, 51 (2024); https://doi.org/10.58680/rte2024591147
/content/journals/10.58680/rte2024591147
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