Search results for: Personal narratives
Page 1/4 38 items
This study examines the development, description, and illustration of inherent requirement (IR) statements in relation to the professional practice component of an initial teacher education (ITE) course. The authors used consultative group processes with stakeholders involved in ITE to identify seven IR domains. Furthermore, they used interviews with academics to develop first-person narratives and to illustrate pre-service teachers’ performance in complex professional practice scenarios. Then, university staff and pre-service teachers rated the narratives in relation to three of the IR domains. In conclusion, the authors believe that these narratives have potential to exemplify the IR, to develop understanding of professional practice performance requirements for pre-service teachers and to assist the decision-making of teacher educators.
Updated: Feb. 13, 2018
Teaching as Lived Experience: The Value of Exploring the Hidden and Emotional Side of Teaching through Reflective Narratives
In this article, the author presents an approach to gaining awareness and deeper understanding of the practice of teaching through focusing on the lived classroom experience. The process is self-inquiry through engagement with Johns’ (2010) six dialogical movements, which results in gaining valuable insights into practice. The study highlighted some of the emotional aspects of the experiences of teaching and learning, and considered the importance of a teacher focusing on subjective response in order to gain awareness of self in practice. As a result of this narrative and guided reflection process, the author became more aware of the range of life experiences and abilities of the students, and he sought to arrange future sessions that were more encouraging and that attended to different needs more effectively.
Updated: Dec. 27, 2016
This article uses critical autoethnographic self-study methodology to examine teacher educators' dispositions toward their students. Findings illustrate the powerful positions and judgmental stances teacher educators held as they navigated their teaching as well as a need for teacher educators to devote time to deliberate critical self-study of their own dispositions.
Updated: Nov. 09, 2016
The article details an exploratory qualitative study that investigated 61 prospective teachers’ conceptual understanding of dissolving salt and sugar in water respectively. Analysis revealed that participants’ explanations of dissolving were predominantly descriptive explanations and interpretative explanations, with lower percentage occurrences of intentional and cause and effect level explanations. Most of these explanations were also constructed by a set of loosely connected and reinforcing everyday concepts abstracted from common everyday experiences making them misconceptions.
Updated: Nov. 08, 2016
The article suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context.
Updated: Jun. 05, 2016
This article reveals how the art device of trompe l’oeil provided a way of thinking about the induction and mentoring experiences of beginning teachers. Both the trompe l’oeil art device and the theoretical lens illuminated the reframing of the participants’ initial understandings of mentor relationships to gain a different perspective on their early professional lives.
Updated: Jul. 07, 2015
From Attrition to Retention: A Narrative Inquiry of Why Beginning Teachers Leave and Then Rejoin the Profession
This article reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold.
Updated: Jun. 10, 2015
This article reports on research into the ways in which student teachers’ experiential learning is mediated by socioculturally situated narrative resources. This research is put into the context of debates about the centrality of ‘on the job’ learning to ITE and developing interest in recent decades in models of teacher knowledge and teacher learning.
Updated: Jun. 08, 2015
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014
This research set out to examine the contribution of narrative analysis of a hidden story to the potential reassessment of the narrator’s self and identity. The phenomenon of ‘hidden stories’ is presented here through an exemplary story told by a woman teacher, who revealed it for the first time in a seminar work, employing narrative analysis to examine its long-term effect on her. The findings reveal how narrative analysis facilitated the teacher's in-depth understanding of her identity at different life stages, thereby enabling her to reconstruct it anew. The story of the autobiographical event and its analysis helped the teacher not only to free herself from the difficult event that she had undergone as a young pupil, and had hidden for such a long time, but also to confront it face to face and conduct a deep internal dialogue with it.
Updated: Jun. 09, 2014