Bakground
The purpose of the project is to explore the personal and professional lived experiences of multilingual teachers through a critical narrative inquiry framework in the Norwegian context.
Aim
The project is aimed at putting forth multilingual teachers’ voices and stories. The goal is to navigate and explore the landscapes of their personal and professional journeys and develop an understanding of the impact of their personal history and background on their profession and vice versa.
This study uses Connelly and Clandinin's (2000) three-dimensional space framework—interaction, continuity, and situation—to explore multilingual teachers' stories. It addresses how personal narratives intersect with professional roles, how personal histories shape pedagogical approaches, and how experiences with immigrant students influence teachers' reflections on power dynamics in the classroom and broader educational contexts.
