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

Abstract

An exploration of the significance of ability beliefs in four case study schools in contrasting systems (independent and state comprehensives) provides a foundation for this paper. Through four delimited case studies using observations, semi‐structured interviews, telephone interviews and multiple perspectives, rich data emerged. Subsequently, drawing on dynamic concepts of identity, consideration was given to the ways in which teachers in case study schools reflected dissonance in their beliefs and actions. These dissonant moments were captured and analysed in relation to the many narratives helping to shape teacher identity and consideration was given to a sense of belonging to community and educational values.

Keywords:

• ability
• identity
• narrative
• consensus
• dissonance

Acknowledgements

My thanks to Professor Bob Lingard for his helpful comments on earlier drafts of this paper.