Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators

Abstract

A deficit view of teachers' daily practices and the message that teachers do not know how to teach diverse groups of students and need support is common. Excessive entitlement in teacher education is a topic that has been brought to the surface in somewhat a new way and from a new perspective. By using the term to conceptualize and uncover the sources of oppression, it is possible to understand educators' experiences in new ways. The purpose of this excessive entitlement research in the self-study-autoethnography-memory vein was to gain an understanding of teacher entitlement related to demands and pressures placed on teachers and teacher educators by different personnel as classrooms are becoming increasingly diverse.

Citation

Guðjónsdóttir, H. (2023), "Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Studying Teaching and Teacher Education (Advances in Research on Teaching, Vol. 44), Emerald Publishing Limited, Leeds, pp. 255-262. https://doi.org/10.1108/S1479-368720230000044025