Re/Imagining time, space and identity through qualitative narrative research with teachers: “These ghosts came back to haunt me”

Figures & data

Table 1. Interviewees’ backgrounds.

Interviewee pseudonym and background
Adam was a dyslexic man living in Merseyside who has a broad range of experience having worked in a children’s home for young offenders and in a range of different roles in care settings before completing a PGCE and becoming a SENCO in a specialist school.
Chana was in her late 20s when interviewed. She had completed an Art degree, PGCE and NQT +2 years in two Secondary schools. Her role was made redundant and she worked as a supply teacher for a couple of years. Since the interview she has become a freelance artist and web designer.
Emma had 20 years’ experience as a maths teacher based in East Lancashire. Emma felt she progressed well through their academic career, but discussed educational issues in relation to experiences relating to her daughter who has dyslexia.
Helen was a Head Teacher with more than 25 years’ experience. At the time of interview she was working in a small Church of England Primary school based in an urban city area.
Joanna was a Key Stage 2 teacher (ages 8–11) with just over ten years’ experience working in a single entry Catholic Primary school in an urban area.
Kerry was an experienced SENCo with 25 years’ experience of working in Early Years and Primary settings across Lancashire. She was brought up by her grandparents after her mother left home and feels this contributed to her struggling at school.
Linda struggled at school, but did not realise this was because she had dyslexia. Her father, and daughter have dyslexia too. She became a teacher as a second career in 2002 and has always been based in East Lancashire.
Makena’s love of music and experiences as a child led her to teach music in primary schools, initially working in South East England before moving to Lancashire. She is also an experienced SENCo.
Matthew was a newly qualified teacher with one year’s experience who was working in a Pupil Referral Unit catering for children aged 5–11.
Naomi was a woman from Kent who struggled at school for health reasons. She has worked for 25 years in education and at the time of interview she worked as an associate tutor at an English university having completed her doctorate.
Pat was a primary teacher and SENCo with 20 years’ experience. She had a particular interest in the subject of history and had worked in specialist settings supporting children with dyslexia.
Saba was a SENCo and Assistant Head with over 30 years’ teaching experience based in North West England.