Using a narrative approach to illuminate teacher professional learning in an era of accountability

Abstract

Despite the centrality of teacher professional learning in efforts to raise student attainment, little is known about how learning is experienced by individual teachers. This paper uses narrative approaches to explore the professional life history of a mathematics teacher who began teaching in England in the late 1990s. The significance of context is revealed, the inspection regime emerging as a powerful force, shaping professional identity and restricting opportunities for collaboration. Such professional life narratives are a rich resource for biographical work, offering a means to better understand the broader socio-political processes affecting teachers’ lives, a crucial step in increasing autonomy.