Search results for: Personal narratives
Page 3/4 38 items
A Critical Analysis of Sustainability Education in Schooling’s Bureaucracy: Barriers and Small Openings in Teacher Education
In this article, the author reflects on his last 15 years of experience as an environmental education researcher and teacher education faculty member. Through the personal reflections of narrative inquiry, the author observes and interprets the changes he has witnessed and participated in at the state, university, college, and department level, and also on the bureaucratic forces. The author argues that such changes can begin with sustainability-responsive course revisions, and can connect to more significant changes in college and state programs and policies.
Updated: Mar. 12, 2012
This article describes and interprets the career experiences of four veteran secondary teachers and their ability to resist plateauing. Three areas of veteran teacher research informed this study: career stages, plateauing, and resiliency. It was found that Building leadership, student affirmation, and external support keep teachers enthusiastic.
Updated: Mar. 01, 2012
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
Creating and Facilitating A Teacher Education Curriculum Using Preservice Teachers’ Autobiographical Stories
In this article, the author examines preservice teachers’ autobiographical stories in a literacy methods course as a curriculum for teacher education. The teacher educator’s key role is examined in facilitating a public context of vulnerability.
Updated: Feb. 08, 2012
Trajectories of Teacher Identity Development Across Institutional Contexts: Constructing a Narrative Approach
In this study, the authors explore the question, How can teacher educators make informed, responsible, and compassionate decisions about intern identity development? To do so, the authors offer narrative accounts of three secondary teacher candidates moving along identity trajectories with varying degrees and types of difficulty. This narrative approach can help teacher educators understand teacher candidates’ identity development as they move through the complex terrain of teacher preparation, anticipate issues that may arise, and better support teacher candidates on this journey.
Updated: Oct. 27, 2011
The findings reported in this article developed from a yearlong study of white preservice teachers (WPTs) engaged in a dialogue circle around issues of race in education. The author was interested to examine the ways preservice teachers are prepared for classrooms that include students’ diverse both amongst their peers and within themselves. The author concludes that many teacher educators engaged in the preparation of WPTs for diverse classrooms may rely on generalized assumptions that will inevitably lead to failure. Instead, teacher educators might recognize each student teacher as diverse both within and across multiple communities.
Updated: Oct. 07, 2011
In this article, the authors inquire into two novice teachers’ perspectives on teaching in rural schools in the southeastern United States. Drawing on narrative portraiture, the authors see these teachers' personal and professional identities and relationships existing synergistically with one another.
Updated: Sep. 27, 2011
Professional Learning Places and Spaces: The Staffroom as a Site of Beginning Teacher Induction and Transition
This article argues that the staffroom is an important professional learning space where beginning teachers interact to understand who they are and the nature of their professional work. The authors highlight the theoretical importance of space and place in the construction and negotiation of beginning teacher subjectivities. The authors conclude by calling for greater research attention to the significance of the staffroom and its interaction with teacher subjectivities.
Updated: Sep. 14, 2011
In this article, a longitudinal view of professional development at T.P. Yaeger Middle School, a campus involved in several organized reform initiatives, has been presented from the perspective of an eighth-grade teacher who has been a 10-year participant in this research. The author uses four fine-grained narrative exemplars to feature the teacher’s and some of his colleagues’ experiences of teacher learning within the context of school reform.
Updated: Jul. 26, 2011
The current paper elaborates a narrative inquiry journey between a novice pretenured professor and an experienced tenured professor from 2005 to 2009 to illustrate collaborative mentorship. The authors examine the importance of storied inquiry in studying mentoring. In addition, the authors describe how their narrative journey as collaborators informed their relationship and respective understandings of the tenure process.
Updated: Jul. 05, 2011