Search results for: Narrative inquiry
Page 3/4 33 items
This article explores narrative inquiry practices in pre-service teacher education program. 30 teacher candidate participants participated in this 4-year longitudinal study. The study considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time.
Updated: Nov. 29, 2010
Change, Changing, and Being Changed: A Study of Self in the Throes of Multiple Accountability Demands
Using the narrative inquiry research method, this self-study of the author’s teacher education practices examines the influence of four simultaneous accountability reviews on her personal experiences and identity within academia. Drawing on evidence excerpted from journal entries, work samples, historical documents and meeting notes, the author reconstructs a series of changes concerning human subjects reviews, course syllabi requirements, student assignments, grading procedures and personal productivity. The self inquiry reveals individual and institutional compromises that were made to achieve acceptable measures of success as determined by external agencies.
Updated: Jun. 20, 2010
In this article, the author suggests parables as means for enlivening teacher education and for stretching understanding. The author starts by offering a definition of parables. Then, the author presents an analysis of three examples—The Storm, The Sower, and The Fish and the Turtle—to illustrate some of the rich interpretative possibilities they offer for thinking critically and imaginatively about teaching and learning. Finally, the author considers a few reasons why parables have potential for enhancing teacher education, including as a means for exploring moral commitments and beliefs and for generating theories about teaching and learning.
Updated: Apr. 27, 2010
‘Without Stones There Is No Arch’: A Study of Professional Development of Teacher Educators as a Team
This work is based on the authors’ experience as teacher educators in the Active Collaborative Education (ACE) teacher education program in College of Education, Israel. The authors study the meaning of professional development as a participative process within a community of practice. The study is based on personal career stories, each told by its author, but once told becoming a chapter in the group’s story, to be further analyzed and interpreted by its members. This process revealed four themes that contribute to professional learning experiences constructed within the context of being in the team: group diversity, interwoven work, the novice stance and collaborative research.
Updated: Apr. 07, 2010
This article focuses on how professional identity of teacher educators can be portrayed in a systematic way both on a cognitive level and an emotional level. The authors used a narrative–biographical instrument. In order to construct this method, eight teacher educators reflected on their professional development, using the self-confrontation method, resulting in self-narratives.The findings of the study indicate teacher educators’ meaningful experiences can be portrayed in a systematic way using identity components such as job motivation, task perception, task-feeling, self-image and self-feeling.
Updated: Mar. 21, 2010
In this paper the authors articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor-protg models. From the perspectives of a senior administrator and two assistant professors, the authors revisit the mentoring spaces and relations within which the authors were engaged while working in an approach to arts-based educational research. The authors analyzed their work together while deconstructing the ways in which the authors have supported and unsettled each other. Through narrative inquiry the authors share reflections from dissertation research experiences.
Updated: Feb. 21, 2010
What constitutes a good teacher is construed as one who knows content, pedagogy, and student cognitive and emotional development sufficiently. Student teaching is a critical period for identity development of beginning teachers, yet it often lacks the space to work through this process with their peers. The authors engaged a semester length phenomenological narrative study of ten student teachers in an onsite student teaching seminar. Participants’ stories revealed that a more complete sense of self arose through conflicts encountered and the disjuncture of perceptions and realities of beginning to teach.
Updated: Dec. 16, 2009
Scallops, Schools and Scholars: Reflections on the Emergence of A Research-Oriented Learning Project
This paper is based on the emergence of a small research group and its journey to enhance scholarly activity within a new school of education. The group explored a research-orientated learning project to determine what makes a beneficial school experience. Narrative enquiry and hermeneutic analysis were used to develop descriptions and interpretations of the phenomenon from the perspective of the participants. The analysis is presented and discussed to help understand the processes that contribute favorably to research capacity building in an academic institution.
Updated: Nov. 11, 2009
Narrative Inquiry for Teacher Education and Development: Focus on English as A Foreign Language in China
Teacher education and development takes place within an encompassing local system of education and ongoing forms of school improvement. The article presents a narrative inquiry approach to teacher development that builds on the existing educational system, ongoing school reforms, and culturally established ways of knowing and being.
Updated: Mar. 26, 2009
The article describes experiences on narrative inquiry and memoirs for experienced early childhood educators. The author recounts the steps he took in selecting reading texts and activities for the course, and emphasizes the value of using poetry as a form of narrative for helping early childhood educators represent and understand key experiences and influences in their personal and professional lives.
Updated: Sep. 04, 2008