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Research Papers in Education Volume 25, 2010 - Issue 4
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Articles

Teachers, narrative identity and ability constructs: exploring dissonance and consensus in contrasting school systems

Lorna Christine Hamilton Department of Education and Society, University of Edinburgh, Edinburgh, UKCorrespondence[email protected]
Pages 409-431 | Received 11 Dec 2008, Accepted 15 May 2009, Published online: 13 Aug 2009

Citations (13)

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Read on this site (8)

Lorna Hamilton & Angela Jaap. (2023) Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view. Teacher Development 0:0, pages 1-23.
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Rebecca Heaton & Shannon Chan Lai Quan. (2023) Managing cognitive dissonance in art teacher education. Cambridge Journal of Education 53:4, pages 473-494.
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Melissa Fanshawe, Sue Saltmarsh & Ellen Larsen. (2023) Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLaN) programme. Asia Pacific Journal of Education 43:1, pages 1-15.
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Jihea Maddamsetti. (2022) Analyzing Elementary Teachers’ Advocacy for Emergent Bilinguals as Identity Dissonances from Cognitive, Emotional, and Social Perspectives. Journal of Language, Identity & Education 21:4, pages 231-247.
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Dimitra Tsakalou, Lorna Hamilton & Jane Brown. (2020) Institutional narratives and the struggle for inclusive communities in the Greek context. International Journal of Inclusive Education 24:4, pages 395-413.
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Joanna McIntyre & Andrew J. Hobson. (2016) Supporting beginner teacher identity development: external mentors and the third space. Research Papers in Education 31:2, pages 133-158.
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Angela Jaap & Fiona Patrick. (2015) Teachers’ concepts of musical talent and nurturing musical ability: music learning as exclusive or as opportunity for all?. Music Education Research 17:3, pages 262-277.
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Lorna Hamilton. (2015) Early professional development in the Scottish context: pre-service high school teachers and the management of behaviour in classrooms. Teacher Development 19:3, pages 328-343.
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Articles from other publishers (5)

Lisa E. Kim, Diana Fields & Kathryn Asbury. (2023) ‘It feels like I'm back to being a teacher’: A longitudinal trajectory analysis of teachers' experiences during the first 8 months of COVID ‐19 in England . British Journal of Educational Psychology 93:4, pages 1105-1122.
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Elizabeth A. C. Rushton, Emma Rawlings Smith, Sarah Steadman & Emma Towers. (2023) Understanding teacher identity in teachers' professional lives: A systematic review of the literature. Review of Education 11:2.
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Ellen Larsen & Jeanne Maree AllenEllen Larsen & Jeanne Maree Allen. 2021. Teachers as Professional Learners. Teachers as Professional Learners 27 56 .
Lorna Hamilton. (2013) “Silence Does Not Sound the Same for Everyone”. SAGE Open 3:3, pages 215824401349505.
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Lorna Hamilton & Paul O’Hara. (2011) The tyranny of setting (ability grouping): Challenges to inclusion in Scottish primary schools. Teaching and Teacher Education 27:4, pages 712-721.
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