Search results for: Personal narratives
Page 2/4 38 items
This article explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. This article explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the authors consider the implications of the experience of becoming a student and a teacher.
Updated: Jan. 20, 2014
The purpose of this self-study was to identify implications of self-positioning for the author's practice in the stories she tells on her both professional knowledge landscapes: as a teacher in a junior high school and as a teacher educator. Three issues were raised during the course of this study. The first issue revolves around the author's two plotlines of becoming a teacher and why she believes that these plotlines are competing and not conflicting. Another issue raised by this study centers on the idea of the interrogative act of asking someone how they became a teacher, and what assumptions are concomitant with that kind of an inquiry on various landscapes. The third issue deals with changes in her interaction patterns with students on both the public school landscape and the university landscape.
Updated: Dec. 10, 2013
This paper draws on data from a three-year study of pedagogy in teacher education. The study attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos”. The author also demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices.
Updated: Nov. 20, 2013
This article focuses on the ways in which pre-service teachers use autobiographical inquiry to reflect on the impact of the context of real public schools and K-12 students on their constructions of themselves as teachers. In this work, the author draws on bell hooks’ notion of “talking back” as an overarching framework in analyzing the autobiographical reflections of pre-service teachers.
Updated: Nov. 20, 2013
This paper is the outcome of the authors' reflection and personal experience of mentoring, and they offer it to the field in the hope it stimulates discussion about re-conceptualizing and modeling the mentoring relationship. The authors conclude that the traditional and reciprocal models fail to acknowledge the dynamic relationship between mentor and protégé and the impact of external factors on the dyad. A CAS model, on the other hand, allows for a complex, dynamic, unpredictable, and nonlinear conceptualization of mentoring. It also is particularly useful because of its inclusion of context. Hence, the authors feel a holistic lens like CAS offers a better understanding of the mentoring process.
Updated: Sep. 16, 2013
Reverberating Echoes: Challenging Teacher Candidates to Tell and Learn From Entwined Narrations of Canadian History
The authors report on a study with teacher candidates to illustrate the importance of explicitly engaging with the ways in which students' historical subjectivity depart from dominant historical narratives of a nation-state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. The authors identify several tensions involved in work with multiple perspectives that shape historical narratives: a struggle to avoid culturally reductive or stereotypical images of otherness, the taming of historical complexity for ease of communication, and something of a fraught encounter with the dissonance as a reverberating echo at the heart of historical identifications and perspectives.
Updated: Aug. 05, 2013
This article focuses on the exploration of and an explanation of student researchers’ affect and activity in an action research project. The authors argue that the researcher group as a whole constructs a wave process and at the same time each individual researcher in the group creates a wave process that may be similar or different to that of the group. These processes shape each other, through phases of engagement and disengagement in the researcher cycle, and make the research experience richer.
Updated: May. 29, 2013
This article describes a critical and creative reflective inquiry (CCRI) structure and processes, as well as participant evaluations. CCRI has a three-phased structure: descriptive, reflective, critical/emancipatory. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights.
Updated: Apr. 28, 2013
The purpose of this self-study research was to deepen the author's understanding of pedagogy for teacher education and the factors that enhanced and hindered the author's confidence and competence as a teacher educator. One theme was that a focus on science content knowledge gave a false sense of confidence and overshadowed our ability to engage in meaningful conversations about learning to teach—a practice challenged through self-study research.
Updated: Jan. 28, 2013
Getting Queer: Teacher Education, Gender Studies, and the Cross-Disciplinary Quest for Queer Pedagogies
In this autobiographical feminist narrative research, the author considers her queer academic life from the perspective of an “out” lesbian teacher education and queer studies teacher. This is the author's process of the search for queerness—in curriculum, pedagogy, teacher education classes.
Updated: May. 20, 2012