Open AccessTwo Teachers in Dialogue: Understanding the Commitment to Teach
Author(s) -
Philip E. Bernhardt
Publication year - 2015
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2012.1694
Subject(s) - narrative , meaning (existential) , pedagogy , context (archaeology) , narrative inquiry , psychology , teacher education , hermeneutics , sociology , social psychology , epistemology , paleontology , philosophy , linguistics , psychotherapist , biology
In this study the author explores two educators’ understandings about their commitment to the teaching profession. The following question sits at the heart of this investigation: How do two teachers understand the manifestation of commitment within their teaching practices. Hermeneutic inquiry, which quietly situates this work, provides a unique lens to explore the significance of personal and professional experiences, interpret how to make sense of these experiences, and reflect on the meaning of these revelations within the context of one’s life narrative. Findings reveal that while both the participant and researcher both have a deep commitment to positively influence the lives of their students, there were major differences in their career pathways and how this commitment emerges in practice.