ABSTRACT

This article explores the ways in which the language of the hero’s journey can serve as a heuristic for teachers at all stages of their professional experience. Teachers in Canada and the United States were interviewed via Skype about their experiences around writing and literacy. Four teachers are profiled here, two from Canada and two from the United States. Through narrative analysis, the author suggests that using the specific language of the hero’s journey, but not necessarily its linear structure, can help articulate commonalities and divergences in teacher narratives.

中文翻译：

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门槛和磨难：（重新）讲述教师的旅程

摘要

本文探讨了英雄旅程的语言可以作为教师在其职业经历的各个阶段的启发的方式。加拿大和美国的教师通过 Skype 接受了关于他们在写作和识字方面的经验的采访。这里介绍了四位教师，两位来自加拿大，两位来自美国。通过叙事分析，作者建议使用英雄旅程的特定语言，但不一定是其线性结构，可以帮助阐明教师叙事中的共性和分歧。