I (Clare) was watching the Academy Award last night and I was struck by the number of winners who thanked their teachers. I recently had an unusual experience. My nephew ran into a former student teacher of mine from 20 years ago and they started talking and somehow made the connection. The former student teacher said that I had had a profound
impact on him. Huh! So teachers and teacher educators you never know the difference you are making. You may be thanked at the Academy Awards. We make a difference often in ways we do not see or know.
Clare and I (Clive) and our wonderful research team are now in year 13 of our longitudinal study of 40 teachers, 20 of whom began teaching in 2004 and 20 in 2007. Every year we interview them and, wherever possible, observe them in their classrooms. The Social Sciences and Humanities Research Council of Canada (SSHRC) continues to provide funding for the project and will do so for at least another 2 years. We are now gearing up for the 2017 interviews beginning in late April.
Of the original 45 teachers, 3 have left the study and 2 have dropped out of teaching, a remarkable retention rate. As the years mount, interest in the study grows. Four of five proposals based on the study for the 2017 AERA Conference in San Antonio were accepted for presentation. We were also asked to write a chapter on Longitudinal Study of Teachers for the Oxford Research Encyclopedia of Education, to appear this year. For their part, the teachers continue to show resilience despite the increasing challenges of teaching (which they tell us about), including: larger class sizes, reduced special education support, increased standardized testing of students, and top-down control of teachers’ practices.
Based on the study, perhaps the biggest problem we see in education today is this ill-conceived, top-down monitoring of students and teachers, which does very little good and a great deal of harm, and ignores the steadily developing expertise of teachers – which again our study reveals. We can only hope that governments and school systems soon begin to realize the harm they are doing. Meanwhile, we work to encourage teachers to look for the many opportunities for decision-making and professionalism that still remain in school classrooms.
I (Said) graduated from UofT’s Concurrent Teacher Ed. Program in 2014. Since then, I have had experience working as an occasional teacher and as a student affairs professional. I am currently working on my Master of Arts at OISE. I am sharing this to highlight that as a graduate student and emerging professional, the pressure to achieve is tremendous. Every year, I have felt my professional identity transform and evolve in numerous ways. Said “the teacher”, Said “the researcher”, Said “the professional”… it is overwhelming at times, especially when imposter syndrome takes over.
Imposter syndrome is a collection of feelings of inadequacy despite signs of evident success. Those who experience it struggle with the fear of being exposed as a ‘fraud’ or ‘not smart enough’, especially among peers and other professionals. Therefore, any success is often attributed to luck, downplayed, and rationalized as a means to mask a supposed lack of knowledge or expertise. Beginning teachers may feel like they do not belong in the classroom, especially if working within a school culture that does not value their contributions and perceives them as inexperienced. What they must remember is that they were deemed qualified to teach and are worthy of their position.
Similarly, graduate students may feel intimidated at their institution, especially when working with faculty members considered leaders in their research fields. However, I have come to realize that my voice has value and that insight from the sharing of ideas and heated debates can spark new avenues of inquiry and inspire those around me. Isn’t it wonderful how being part of a research team/community of scholars allows us the opportunity to discuss, dispute, disagree, dispel, dissertate and so much more? I refuse to be trapped in a self-imposed cage, and if I ever feel surrounded by 20-foot walls, I will build a 21-foot ladder.
As I embark on a journey in academia, I recognize that it is perfectly normal to feel slightly out of place, as any novice would. Instead of emphasizing my invented unsuitably for this exciting new endeavour, I have decided to do all that I can to gain more confidence in my professional and academic life. If you ever feel like you are ‘not enough’, please remember what Christopher Robin once told Winnie the Pooh. You are braver than you believe, stronger than you seem, and smarter than you think.
Hi Literacy Teaching and Teacher Education Blog Followers
We had a little hiatus from blogging. Clare was super busy with construction at the Dr. Eric Jackman Institute of Child Study; Pooja and Lydia both started new tenure-stream positions at Simon Fraser University and University of Alberta respectively; Cathy has been working on her thesis and teaching new courses; and Clive and Yiola have been super busy. Lots has happened in our work and we will be updating you on our work ….
Said (pictured to the right) will be joining our blogging team.
To those in Canada — Happy Family Day.
To those in the US – Happy President’s Day
To our friends around the world — looking forward to continuing our conversations.