Cil, O. An Educator's Personal Perspective on His Schooling and Teacher Identity Development

Abstract

This study uses narrative inquiry to explore the author’s journey from being a disengaged and struggling student to becoming a dedicated educator. Through personal vignettes and reflections, the author examines key experiences that shaped his teaching identity, focusing on three main themes: disconnection from teachers, low expectations from others, and a lack of attention to school. A turning point came during the author’s undergraduate studies, where a respectful and inspiring professor helped him reconsider teaching as a career. This experience motivated the author to become an educator who prioritizes student engagement and avoids the mistakes of his former teachers. The study highlights the importance of creating inclusive and supportive classroom environments, particularly for students who feel invisible or disengaged. By reflecting on his past, the author emphasizes how personal experiences can shape teaching philosophies and practices. The narrative inquiry approach allows the author to explore the connections between his past struggles and his current teaching identity. While the vignettes and reflections are deeply personal, they offer valuable insights into the challenges faced by disengaged students and the potential for transformative growth. The study concludes with the author’s commitment to supporting all students, especially those who feel marginalized, and underscores the importance of empathy and respect in education. This reflection serves as both a personal exploration and a call to action for educators to create more inclusive and engaging learning environments.