Schools are unique institutions where structural and cultural dynamics shape the actions of humans. Power is everywhere, and the structures of schools channel power in ways that shape the identities of teachers. Yet, teachers find ways to challenge existing dynamics and in their confrontations with power can create new ways of being. This study uses a grounded theory approach to analyze interviews and observations of seven New York City public school teachers. Emerging from their words and re-tellings is a picture of teaching as an act of self-creation within the rigid dynamics of schools. As teachers sought their own answers, they showcased a transformative growth, a “becoming,” to build new identities through their work with students and the community.

中文翻译：

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权力转型：学校教师身份

学校是独特的机构，结构和文化动态塑造了人类的行为。权力无处不在，学校的结构以塑造教师身份的方式引导权力。然而，教师找到挑战现有动态的方法，在与权力的对抗中可以创造新的存在方式。本研究采用扎根理论方法分析对纽约市七名公立学校教师的访谈和观察。从他们的话语和复述中浮现出一幅教学图景，即在学校的僵化动态中进行自我创造的行为。当教师们寻求自己的答案时，他们展示了一种变革性的成长，一种“成为”，通过与学生和社区的合作来建立新的身份。