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The thesis was written by a senior elementary school teacher who was seeking to investigate her multiple roles as a wife, a mother, and a teacher in her career. Whenever encountering "contradiction" and "frustration" during career planning, she inevitably has to adjust her inner self to fit the real world. Whenever deviated from her "original intention of teaching," she always delves into the dribs and drabs of her psychological journey through reflective narratives. Through the narrative process, the researcher has been able to understand herself more deeply and become a better educator. During her career, she learns from teacher-student interactions, and through reflection and narration she recovers her identify and worth as being a teacher. In every step of life, there would be “contradictions” and “turning points. ”To make meaning out of these life experiences, one needs to revalue his/her own “original intention” .While teaching, Lily learns to be patient with students and their juvenile delinquencies, and knows that what lies beneath these deviant behaviors is indeed a longing for understanding and empathy. From time to time, within the inherently reflective and reflexive career of an educator, Lily sincerely brings her weaknesses in teaching to life and demystifies her preconceived ideas of teaching. In the grand tour of one’s educational pursuits, reflective and reflexive thinking in action research helps the researcher-teacher to reclaim the original intention long lost in time and restore the youthful enthusiasm of teaching in years to come.
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