Understanding teacher agency through narratives while looking from the lens of Bourdieusian concepts

incidents in particular, influence the manifestation of teacher agency in the context of private schools in Lebanon. This conceptualization was formed by looking through the lens of Bourdieusian concepts, particularly the habitus and field. The study followed a narrative analysis approach in understanding the information shared by 5 private school teachers through semi-structured interviews. The data was then shared through creating three personas where their stories were narrated in line of the Labovian approach to narratives. Each story shared a different outcome with regards to how a past experiences affect participants’ current practice in the school. The study found a connection between critical incidents and the manifestation of teacher agency in Lebanese private school structures which is further described below. The research paper concludes with offering recommendations with regards to how the findings can be utilized in terms of practice and future research.

特定事件会对黎巴嫩私立学校语境下教师能动性（teacher agency）的展现产生影响。本研究的概念框架依托布迪厄理论（Bourdieusian concepts）构建，尤其聚焦于惯习（habitus）与场域（field）两大核心概念。研究采用叙事分析方法，通过半结构化访谈收集了5名私立学校教师的分享资料，随后通过构建三类人物角色，依照拉波夫叙事分析法（Labovian approach）还原讲述了这5位教师的执教故事。每一则故事均呈现了差异化的结果，阐释了过往经历如何影响受访者当下的学校教学实践。研究发现，关键事件（critical incidents）与黎巴嫩私立学校架构下教师能动性的展现存在关联，下文将对此展开进一步阐释。本研究最后针对研究发现如何应用于教学实践与未来研究方向提出了相关建议。