This paper was presented at the University of Alberta to a group of teachers from the Edmonton Mennonite Centre for Newcomers, in 2009. The original paper was included as a book chapter in the book "Narratives on Teaching and Teacher Education", which I edited and was published by Palgrave in 2009.

1. A Tail of Hope:A Tail of Hope:
pre-service teachers’ expectationspre-service teachers’ expectations
toward the professiontoward the profession
Andréa Machado de Almeida Mattos
UFMG/USPUFMG/USP
University of ManitobaUniversity of Manitoba
andreamattosufmg@gmail.comandreamattosufmg@gmail.com

2. Stories MatterStories Matter
Chimamanda AdichieChimamanda Adichie
““Stories matter. Many storiesStories matter. Many stories
matter. Stories have beenmatter. Stories have been
used to dispossess and toused to dispossess and to
malign. But stories can alsomalign. But stories can also
be used to empower and tobe used to empower and to
humanize. Stories can brakehumanize. Stories can brake
the dignity of the people butthe dignity of the people but
stories can also repair thatstories can also repair that
broken dignity.”broken dignity.”

3. • Narrative Matters 2006Narrative Matters 2006
• Denise Larsen, PhDDenise Larsen, PhD
• Hope Foundation of AlbertaHope Foundation of Alberta
((http://www.ualberta.ca/HOPEhttp://www.ualberta.ca/HOPE//))
• 2007 - I ABRAPUI2007 - I ABRAPUI
International Conference,International Conference,
BrazilBrazil
• 2007 - IX ABECAN2007 - IX ABECAN
International Conference,International Conference,
BrazilBrazil
• Narrative Matters 2008Narrative Matters 2008
How the story beginsHow the story begins

4. Researching HopeResearching Hope
– Some studies on “hope” date back to the 1960’s:Some studies on “hope” date back to the 1960’s:
 Lynch W. F.(1965).Lynch W. F.(1965). Images of HopeImages of Hope: imagination as: imagination as
healer of the hopeless.healer of the hopeless.
 Stotland E. (1969).Stotland E. (1969). The Psychology of HopeThe Psychology of Hope..
– Studies on “hope” in several countries:Studies on “hope” in several countries:
 Canada, USA, UK, Australia, Finland, France, China,Canada, USA, UK, Australia, Finland, France, China,
Bosnia, Belgium, Mexico, Italy, Germany and others.Bosnia, Belgium, Mexico, Italy, Germany and others.
– Studies on “hope” in several areas:Studies on “hope” in several areas:
 Psychology, Philosophy, Medical Care, Nursing, butPsychology, Philosophy, Medical Care, Nursing, but
also in Sociology and Education.also in Sociology and Education.

5. Understanding HopeUnderstanding Hope
– Hope is a common human experience.Hope is a common human experience.
However, it is uniquely lived / experienced byHowever, it is uniquely lived / experienced by
each personeach person (Wang, 2000).(Wang, 2000).
– Research shows that hope is positively linkedResearch shows that hope is positively linked
to health: it promotes healing, facilitates copingto health: it promotes healing, facilitates coping
processes, and enhances the general quality ofprocesses, and enhances the general quality of
life.life.
– Hope is action-orientedHope is action-oriented (Nekolaichuk, Jevne &(Nekolaichuk, Jevne &
Maguire, 1999).Maguire, 1999).

6. Understanding HopeUnderstanding Hope
– Hoping X WishingHoping X Wishing (Turner, 2005)(Turner, 2005)
““our desires are hope if they are realistic, and wishes ifour desires are hope if they are realistic, and wishes if
they are unrealistic.”they are unrealistic.”
– Hope X OptimismHope X Optimism (Sillito, 2005)(Sillito, 2005)
““hope is realistic and does not deny the circumstance.”hope is realistic and does not deny the circumstance.”
– Hope X HopelessnessHope X Hopelessness (Turner, 2005; Larsen, 2006)(Turner, 2005; Larsen, 2006)

7. Defining HopeDefining Hope
Hope is...Hope is...
 ““aa multidimensionalmultidimensional dynamic life forcedynamic life force
characterized by acharacterized by a confidentconfident yetyet uncertainuncertain
expectation of achieving a futureexpectation of achieving a future goodgood which, towhich, to
the hoping person, isthe hoping person, is realisticallyrealistically possible andpossible and
personally significantpersonally significant”” (Dufault & Martocchio, 1985).(Dufault & Martocchio, 1985).
 ““an expectation that what is desired is alsoan expectation that what is desired is also
possible”possible” (Turner, 2005).(Turner, 2005).
 Futuristic, motivating, self-sustaining, pervasiveFuturistic, motivating, self-sustaining, pervasive
and necessary to lifeand necessary to life (Turner, 2005).(Turner, 2005).

8. Why Hope?Why Hope?
We live in “dark times”We live in “dark times” (West, 2004; Giroux, 2005)(West, 2004; Giroux, 2005)
– In the world (war, inequalities, starvation,In the world (war, inequalities, starvation,
disease, energy crisis, environmentaldisease, energy crisis, environmental
disasters, etc.)disasters, etc.)
– In Brazil (urban wars, economic problems,In Brazil (urban wars, economic problems,
political problems, educational problems, etc.)political problems, educational problems, etc.)
– In the teaching profession (low salaries, longIn the teaching profession (low salaries, long
hours, poor working conditions, disrespect, lowhours, poor working conditions, disrespect, low
self-esteem, demotivation, strikes, etc.)self-esteem, demotivation, strikes, etc.)
WeWe needneed hope.hope.

9. Research DesignResearch Design
 Qualitative Research based on aQualitative Research based on a
study by Turner (2005):study by Turner (2005):
– Hope as a driving forceHope as a driving force
– Hope as connecting and being connectedHope as connecting and being connected
 Context: EFL Teacher Education CourseContext: EFL Teacher Education Course
 Participants: 18 studentsParticipants: 18 students
 Processes: course discussions, readings,Processes: course discussions, readings,
participant’s narrativesparticipant’s narratives (Bruner, 1990 & 2002).(Bruner, 1990 & 2002).

10. Reflective QuestionsReflective Questions
 What stories from your life experience give you hope forWhat stories from your life experience give you hope for
being a teacher? What experiences at the university helpbeing a teacher? What experiences at the university help
you have hope for being a teacher? What experiencesyou have hope for being a teacher? What experiences
support your hopes for teaching? What experiencessupport your hopes for teaching? What experiences
threaten your hope?threaten your hope?
 Thinking about the topics that were discussed during theThinking about the topics that were discussed during the
semester, what do you hope that being a teacher willsemester, what do you hope that being a teacher will
mean to you and to your (future) students?mean to you and to your (future) students?
 In face of all the problems that our country is goingIn face of all the problems that our country is going
through nowadays, and also thinking about the problemsthrough nowadays, and also thinking about the problems
specifically related to the teaching profession, how do youspecifically related to the teaching profession, how do you

11. FindingsFindings
 Hope Stories: life / university experiencesHope Stories: life / university experiences
that give participants hope for being athat give participants hope for being a
teacher;teacher;
 Hope Meanings: driving force; connectingHope Meanings: driving force; connecting
and being connectedand being connected
 Threats to hopeThreats to hope
 Threats becoming hopeThreats becoming hope

12. Hope StoriesHope Stories
 ““I had never thought of teaching until II had never thought of teaching until I
started studying English and later, (I was)started studying English and later, (I was)
invited to become a tutor at the languageinvited to become a tutor at the language
institute I studied. This opportunity madeinstitute I studied. This opportunity made
me see that teaching was a great area inme see that teaching was a great area in
which you share experiences and dealwhich you share experiences and deal
with human beings in the most differentwith human beings in the most different
ways. You teach, but you also learn a lot.ways. You teach, but you also learn a lot.””
(R. P.)(R. P.)

13. Hope StoriesHope Stories
 ““In my life as an English teacher I have hadIn my life as an English teacher I have had
countless experiences that have given me hopecountless experiences that have given me hope
for being a teacher. When you teach beginnersfor being a teacher. When you teach beginners
that do not know thethat do not know the verb to beverb to be and at the end ofand at the end of
the first class you can see the glow in their eyesthe first class you can see the glow in their eyes
because they can saybecause they can say “My name is …”“My name is …” oror “My“My
teacher is …”teacher is …”, there is not a better sensation,, there is not a better sensation,
and that sensation of accomplishment comesand that sensation of accomplishment comes
every time you see a student leave your classevery time you see a student leave your class
knowing more about the language than he didknowing more about the language than he did
when the class began.” (M.V.)when the class began.” (M.V.)

14. Hope as ConnectingHope as Connecting
and Being Connectedand Being Connected
 ““I really enjoy being a teacher and I love theI really enjoy being a teacher and I love the
relationship I have with my students. They certainlyrelationship I have with my students. They certainly
contribute a lot in giving me hopes to continue withcontribute a lot in giving me hopes to continue with
this job.” (A.M.)this job.” (A.M.)
 ““What gives me hope to go on teaching is theWhat gives me hope to go on teaching is the
relationship I have with my students, their caressrelationship I have with my students, their caress
with me, to see them learning and to see that theywith me, to see them learning and to see that they
are satisfied with their learning process.” (L.I.)are satisfied with their learning process.” (L.I.)
 ““What supports my hopes for teachingWhat supports my hopes for teaching isis knowingknowing
that I can help someone to learn.” (D.A.)that I can help someone to learn.” (D.A.)

15. Hope as a Driving ForceHope as a Driving Force
 ““(…) teachers must believe that we can do(…) teachers must believe that we can do
something for improving the teaching profession insomething for improving the teaching profession in
our country.” (D.A.)our country.” (D.A.)
 ““Of course there are bad things too (…). But I amOf course there are bad things too (…). But I am
hopeful: I believe that there is always somethinghopeful: I believe that there is always something
that we can do.” (D.A.)that we can do.” (D.A.)
 ““It is hard to make changes in our country but weIt is hard to make changes in our country but we
have to believe that it is possible to do somethinghave to believe that it is possible to do something
more and to turn our work and our classes moremore and to turn our work and our classes more
attractive and more respectable among theattractive and more respectable among the
students.” (F.O.)students.” (F.O.)

16. Threats to HopeThreats to Hope
 ““Teaching is becoming something very difficult in ourTeaching is becoming something very difficult in our
country. Not only because students do not want to studycountry. Not only because students do not want to study
hard or because of behavior problems in the classroom.hard or because of behavior problems in the classroom.
Politically speaking, teaching is something really hard to doPolitically speaking, teaching is something really hard to do
nowadays. The salary is not good and teachers, most of thenowadays. The salary is not good and teachers, most of the
times, have to work long hours to make some money.times, have to work long hours to make some money.
Besides, we are not respected as we would like to be,Besides, we are not respected as we would like to be,
especially the foreign language teachers.especially the foreign language teachers.” (A.V.)” (A.V.)
 ““We live in a country which does not invest in education.We live in a country which does not invest in education.
Being a teacher in such a place is not easy. Teachers areBeing a teacher in such a place is not easy. Teachers are
not valued, but more serious yet is the fact the teachersnot valued, but more serious yet is the fact the teachers
themselves do not value their own profession and theirthemselves do not value their own profession and their
work.” (M.V.)work.” (M.V.)

17. ThreatsThreats becoming Hopebecoming Hope
 ““The fact that we have a problematic situation inThe fact that we have a problematic situation in
Brazil, in relation to the low value that theBrazil, in relation to the low value that the
teacher profession receives, only makes meteacher profession receives, only makes me
feel more determinate in doing my best in orderfeel more determinate in doing my best in order
to change this situation. (…) I hope always toto change this situation. (…) I hope always to
improve my teaching and then show to theimprove my teaching and then show to the
society the importance of teachers in thesociety the importance of teachers in the
process of changing the precarious condition ofprocess of changing the precarious condition of
Brazilian education. I really believe things canBrazilian education. I really believe things can
be changed.” (C.A.)be changed.” (C.A.)

18.  Talking about hope helps to foster hopeTalking about hope helps to foster hope
(Larsen, 2006).(Larsen, 2006).
 Interest on “hope” is growing all over theInterest on “hope” is growing all over the
world.world.
A few RemarksA few Remarks

19.  Making hope research visible:Making hope research visible:
"Great Expectations": Understanding Hope through EFL Teachers'"Great Expectations": Understanding Hope through EFL Teachers'
Narratives. In: G. R. Golçalves; S. R. G. Almeida; V. L. M. O. Paiva; A.Narratives. In: G. R. Golçalves; S. R. G. Almeida; V. L. M. O. Paiva; A.
S. Rodrigues-Júnior. (Eds.).S. Rodrigues-Júnior. (Eds.). New Challenges in Language andNew Challenges in Language and
LiteratureLiterature. Belo Horizonte: Faculdade de Letras da UFMG. 2009:41-. Belo Horizonte: Faculdade de Letras da UFMG. 2009:41-
51.51.
A Tail of Hope: pre-service teachers stories of expectation towards theA Tail of Hope: pre-service teachers stories of expectation towards the
profession. In: A. M. A. Mattos (Ed.).profession. In: A. M. A. Mattos (Ed.). Narratives on Teaching andNarratives on Teaching and
Teacher Education: an international perspectiveTeacher Education: an international perspective. New York:. New York:
Palgrave/MacMillan. 2009:203-215.Palgrave/MacMillan. 2009:203-215.
Narrativas de Esperança: atos de fala de emoção. Proceedings of the IIINarrativas de Esperança: atos de fala de emoção. Proceedings of the III
Simpósio Internacional sobre Análise do Discurso: emoções, ethos eSimpósio Internacional sobre Análise do Discurso: emoções, ethos e
argumentação. Belo Horizonte : UFMG. 2008argumentação. Belo Horizonte : UFMG. 2008
 Hope Stories and Discourse Analysis:Hope Stories and Discourse Analysis:
–– Speech Acts / EmotionSpeech Acts / Emotion
Future PossibilitiesFuture Possibilities

20. Future PossibilitiesFuture Possibilities
hopeful teacherhopeful teacher
COMMITMENTCOMMITMENT
teaching process
becomes easier
expectations
for successful
teaching
learning process
becomes easier
hopeful studenthopeful student
expectations
for successful
learning
EFFORTEFFORT
TransformativeTransformative
Cycle of HopeCycle of Hope
(Andrea Santana
Silva e Souza)

21. ChallengesChallenges
Hope LanguageHope Language
English x PortugueseEnglish x Portuguese
To Hope x Esperar (= to wait)To Hope x Esperar (= to wait)
e.g.:e.g.: I hope...I hope... = Eu espero...= Eu espero...
I wait...I wait... = Eu espero...= Eu espero...

22. ChallengesChallenges
 Critical Literacy, Narratives and Identities:Critical Literacy, Narratives and Identities:
►► LiteracyLiteracy →→ “The result of the action of teaching or learning to read and“The result of the action of teaching or learning to read and
write: the state or condition that is acquired by a social group or anwrite: the state or condition that is acquired by a social group or an
individual as a consequence of learning the written language.”individual as a consequence of learning the written language.”
(Soares, 2006)(Soares, 2006)
►► Critical LiteracyCritical Literacy →→ Allows the reader to assume more active roles in theAllows the reader to assume more active roles in the
reader-writer relationship and to achieve deeper levels of understandingreader-writer relationship and to achieve deeper levels of understanding
from a critical perspective that “questions, examines and disputes thefrom a critical perspective that “questions, examines and disputes the
power relations that exist between readers and authors.”power relations that exist between readers and authors.” (McLaughlin &(McLaughlin &
DeVoogd, 2004)DeVoogd, 2004)
►► Critical LiteracyCritical Literacy →→ “literacy is not only a skill to be learned, but a“literacy is not only a skill to be learned, but a
practice that is socially constructed and locally negotiated. (…) Educatorspractice that is socially constructed and locally negotiated. (…) Educators
who are interested in critical literacy are interested in written text, or,who are interested in critical literacy are interested in written text, or,
indeed, any other kind of representation of meaning as a site ofindeed, any other kind of representation of meaning as a site of struggle,struggle,
negotiation, and change.”negotiation, and change.” (Norton, 2007)(Norton, 2007)

23. ““If we have not been achieving our goals, weIf we have not been achieving our goals, we
need to keep the seeds of hope in our mindsneed to keep the seeds of hope in our minds
and hearts. Things don’t change so fast. It isand hearts. Things don’t change so fast. It is
important to struggle against injustice that isimportant to struggle against injustice that is
threatening our desire to teach, by giving ourthreatening our desire to teach, by giving our
best to our students. Education now willbest to our students. Education now will
guarantee the future of our country.guarantee the future of our country.
We can’t give up.” (S. D.)We can’t give up.” (S. D.)
Final ThoughtsFinal Thoughts

24. ““The future never becomesThe future never becomes
completely presentcompletely present
without rehearsing first,without rehearsing first,
and this rehearsal is HOPE.”and this rehearsal is HOPE.”
Jorge Luis BorgesJorge Luis Borges
(Argentinean Poet)(Argentinean Poet)
Final ThoughtsFinal Thoughts