Many aspects of teaching involve the personal dimension of teaching and yet this dimension is often neglected and overlooked as we prepare teachers and sustain teachers in their work. The personal beliefs, attitudes and emotions of teachers often determine the decisions that teachers make in their classrooms. Increasingly, educational researchers have found that effective teachers are aware of this dimension. The aim of this study was to better understand how teachers' self perceptions and understandings of teaching evolve and change across their professional lives and what events contribute to these understandings. A series of in-depth individual interviews were conducted with six early career public education teachers who were also alumni of the graduate teacher education program at Virginia Tech. Interview data were supplemented with a review of artifacts from preservice teacher education program, visual representations of teacher identity development at various stages over the career of teaching and a timeline of significant events encountered during the teaching career. Results of this research suggest that teachers' understandings of the multiple complexities of teaching deepen within the first years of teaching; teaching is emotional work; and the context of teaching heavily influences teachers' practice of teaching regardless of their beliefs about teaching. Suggestions for university teacher education programs and local school districts are discussed. / Ph. D.

Notre projet vise à suivre et reconstruire, de l’intérieur de la pensée de Merleau-Ponty, le concept de « personnel » dans sa relation avec ceux d’« impersonnel » et de « généralité », les trois étant impliqués dans la notion de « chair » et faisant partie de la reformulation du sujet et de l’identité. Selon nous, négliger la connexion existante entre les aspects les plus « personnels » de chaque individu et ceux plus « généraux », qui soutiennent une conception aussi bien du sujet que de la société, donne lieu à une lecture partielle de l’auteur. Cela risque, de surcroît, de rendre difficile la compréhension de la dimension qui en est la synthèse la plus avancée chez Merleau-Ponty, à savoir sa dimension « charnelle ». Étudier la relation qui entrelace le « personnel » au « général », en passant par l’analyse du concept d’« anonymat », revient à chercher une clef d’intelligibilité majeure de la pensée merleau-pontienne, qui respecte l’ampleur de sa réflexion, pour en entrevoir les raisons de départ et en justifier les points d’arrivée, grâce à l’approfondissement de ses textes encore inédits. / Our project aims to reconstitute, from the inside of Merleau-Ponty’s philosophical thought, the concept of « personal » in relation to the concepts of « impersonal » and « generality ». Those three concepts are involved in the notion of « flesh » and are part of the reformulation of the terms of subject (person) and identity. According to us, neglecting the bond between the more « personal » aspects of an individual and those more « general », aspects which support a conception of both subject and society, would lead to a « partial » interpretation of our author. In addition, it would make difficult the understanding of Merleau-Ponty’s most advanced synthesis, namely the dimension of the flesh. Studying the relation that intertwines the « personal » with the « general », through the examination of the importance of the notion of « anonymity » for our author, would mean instead looking for a central key of reading in the merleau-pontian thought, that would respect the whole amplitude of its reflection, so to sense the starting reasons and justify the arriving points, thanks to the in-depth study of its still unpublished texts.