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From Calling to Crisis FROM CALLING TO CRISIS: THE GROWTH PROCESS OF TEACHERS THROUGH CRISIS-LIKE INCIDENTS A Dissertation Presented to The Graduate Faculty of the University of Akron In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Jennifer L. Groman August, 2015 FROM CALLING TO CRISIS: THE GROWTH PROCESS OF TEACHERS THROUGH CRISIS-LIKE INCIDENTS Jennifer L. Groman Dissertation Approved: Accepted: Advisor Interim Department Chair Dr. Gary M. Holliday Dr. Peggy L. McCann Committee Member Interim Dean of the College Dr. Renee Mudrey-Camino Dr. Susan G. Clark Committee Member Interim Dean of the Graduate School Dr. Alfred W. Daviso III Dr. Rex D. Ramsier Committee Member Dr. Sandra Spickard-Prettyman Committee Member Dr. Rebecca McElfresh Committee Member Dr. Diane Montgomery ii ABSTRACT The phenomena of crisis in the formation and development of teacher identity is not unknown in the field of educational research, yet the study of these phenomena tends to focus on preservice and novice teachers. The purpose of this research is to discover through veteran teacher narratives, descriptions of crisis-like incidents, as well as any growth and transformation they may have experienced in the context of the profession. By studying teacher stories I hope to contribute to the understanding of how teachers navigate their teaching lives and shifting identities, especially in the face of difficulty, and gain insight into the value of collectively sharing and talking about the stories together. This Organic and Narrative based inquiry engaged three veteran teachers in conversations about the difficulties and challenges (crisis-like situations) of their teaching lives. The stories of crisis-like incidents (Veteran Stories) varied greatly, but themes emerged, such as: passion for the profession; varying needs for reflection; conflict of personal beliefs and institutional beliefs; conflict of belonging and not belonging; harmed and healed relationships; and the presence of a strongly held core belief. The process of sharing crisis stories in a safe and caring environment was quite transformative for participants. Their reflections indicated increased understanding of self and others, desire to be of service, a sense of wellbeing and personal implications, as well. They concluded that teachers often cause crisis-like incidents for other teachers, iii and that reflecting on incidents, while emotionally difficult, proved valuable to them. The researcher gained increased awareness of the vulnerabilities and risk in teaching, and now views herself as moving into teacher Elderhood. Early readers responded to the stories of crisis with stories of their own, demonstrating the truly widespread nature of crisis-like incidents in the lives of public school teachers. Recommendations for the profession include increased time and space for teachers to talk to one another about their philosophical beliefs and values and the value of a healthy, trusting school culture. Further research is needed to unearth aspects of critical incidents among teachers with varying philosophical viewpoints, as well as the phenomena of teachers causing critical incidents to other teachers. iv DEDICATION One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child. ~ Carl Jung (1954, p.144) v ACKNOWLEDGMENTS Thanks to my rock and my champion: My mom, Judy Groman. Thanks to my dear friend: Gloria Mackey Thanks to my brothers: Larry Groman, James Groman and Steve Groman and their families. Thanks to my fantastic team: Dr. Gary Holliday, Dr. Sandra Spickard-Prettyman, Dr. Renee Mudrey-Camino, Dr. Rebecca McElfresh, Dr. Diane Montgomery, and Dr. Al Daviso. Thanks to my high school English teacher, the diminutive (in stature only) Miss Hutcheson: She who taught me to write. Thanks to my friends and my spiritual community: The Unitarian Universalist Fellowship of Wayne County. Thanks to soulful teachers and school workers who have gone and continue to go into the fray each day with Love and Compassion. These include Cathrine, Ellie, Maggie, Emily, Bailey, Matthew and Charles. Thank you, Vocata. Thank you, Jenn. Thank you, Becky. Thank you, Jane. Thank you, Dad. vi TABLE OF CONTENTS Page LIST OF FIGURES .......................................................................................................xii LIST OF TABLES ....................................................................................................... xiv CHAPTER I. INTRODUCTION OF THE PROBLEM ....................................................................1 Problem: The Disappearing Teacher.....................................................................2 From Calling to Crisis ...................................................................................4 Teacher Evolvement......................................................................................8 Purpose and Significance of the Study..................................................................9 Theoretical Frame ....................................................................................... 11 Epistemological Context ............................................................................. 14 Sociocultural frame ............................................................................ 14 Transpersonal psychology .................................................................. 16 The Inner Lives of Teachers ........................................................................ 20 Primary Research Questions ............................................................................... 21 Summary ........................................................................................................... 22 II. LITERATURE REVIEW .......................................................................................... 24 Transformative Learning .................................................................................... 25 Teacher Identity ................................................................................................. 29 vii A Working Definition ................................................................................. 30 Aspects of Teacher Identity ......................................................................... 33 Mystery ............................................................................................. 34 Reasons for entry into the profession.................................................. 35 Gender roles and early role-play......................................................... 35 Skills and knowledge. ........................................................................ 35 Calling ............................................................................................... 36 As a process ....................................................................................... 37 Toward individuation ......................................................................... 37 Existential Crisis and Critical Incidents: Transformative Ideas of Identity Growth ............................................................................................................... 40 Existential Crisis ......................................................................................... 42 Critical Incidents ......................................................................................... 53 Narrative and Discursive Contexts ..................................................................... 60 Self-Reflection and Discourse ..................................................................... 66 The Inner Ground: Reflection ...................................................................... 67 The Outer Community: Discourse ............................................................... 69 The Arts and Creative Process ..................................................................... 71 Summary: A Braiding of Contexts ..................................................................... 75 III. DESIGN OF THE STUDY ...................................................................................... 77 Introduction ....................................................................................................... 78 Purpose. ............................................................................................................. 79 Research Questions ............................................................................................ 80 viii Methodology ...................................................................................................... 80 Rationale for Qualitative Inquiry ................................................................. 80 Rationale for organic inquiry ............................................................. 81 Rationale for narrative inquiry ........................................................... 85 Participants ................................................................................................. 87 Procedures ......................................................................................................... 90 The Researcher’s Story ............................................................................... 90 The First Interview ...................................................................................... 90 The Research Weekend ..............................................................................
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