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dc.contributor.authorDierick, Jenna
dc.date.accessioned2021-01-07T18:16:33Z
dc.date.available2021-01-07T18:16:33Z
dc.identifier.urihttp://hdl.handle.net/10464/14990
dc.description.abstractAbstract This research project presents a narrative inquiry and autoethnographic stories that make up my identity that in turn informs my teaching practice. By writing a collection of narratives from my life and analyzing their meaning, I have been able to answer the research question: Do I teach who I am? This has allowed me to demonstrate the impact of teaching who we are. I begin by debriefing the importance of teaching who we are and how this fits into this narrative inquiry. I provide the theoretical framework through the work of Parker J. Palmer (1997) that led me to take this research journey. Then I provide a literature review of identity theory, identity in the school system, and identity as a physical educator, so that I am able to understand and incorporate them into my narrative reflections. In the methodology of the narrative inquiry, I provide justification for the research and display the benefits of being vulnerable in qualitative research. The narratives are then presented and provide a flowing connection of how the story grew and unfolded throughout my life. The emergent themes—perfectionism, people-pleasing, holistic health, and masculine and feminine energies—are unpacked to show my identity and why I teach the way I do.en_US
dc.subjectnarrativeen_US
dc.subjectautoethnographyen_US
dc.subjectphysical education teacheren_US
dc.subjectperfectionismen_US
dc.subjectmasculine energyen_US
dc.titleWho Am I? Unpacking My Identity as a Physical Education Teacheren_US
refterms.dateFOA2021-08-15T02:07:41Z


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