Revisiting my private and professional lived experiences by phenomenologically dwelling in children’s fiction

This thesis focuses on the process of phenomenologically dwelling in selected works of children’s fiction. It was undertaken against a backdrop of disconnect from the teaching
profession and a need to reconnect with private and professional self. The thesis opens by acknowledging the conditions that sometimes pull teachers out of their zone of flow, or their in-teacher-ness. It recognises that revisiting lived experiences, and understanding their essence, may shed light on the nature of these conditions. A theoretical framework is established, upholding the value of perception in phenomenology, the way intentionality affects our interactions with the world, and the meaning of being. A secondary framework of autobiographical writing is also applied, encouraging authentic writing of self. The value of fiction as truth-seeking material is debated, concluding that its readers can employ imagination, study emotions and gain self-understanding. The thesis is then structured like a journey, set out in methodological steps underpinned with theoretical literature and evidenced by autobiographical writing outcomes about remembered lived experiences. Using childhood fiction, and stories used professionally in the classroom, each incremental step involved in text-dwelling is documented and theoretically scrutinised. The final stage explores writing authentically with intentionality. It is suggested that dwelling in fiction, and understanding the impact of in-conscientious-ness on work ethic and mindset, can explain some of the conditions affecting in-teacher-ness. There is an emphasis on employing these dwelling steps for teachers and pupils, concluding that the process sits comfortably alongside current reflection tools taught in initial teacher training and professional settings