Search results for: Personal narratives
Page 4/4 38 items
Shifting Conceptualisations of Knowledge and Learning in Initial Teacher Education in Aotearoa/New Zealand
This article reports on the research project 'Shifting conceptualisations of knowledge and learning in the integration of the new New Zealand Curriculum (NZC) in initial and continuing teacher education'. The project maps the learning processes of practitioner-researchers in their initiatives in the integration of the new NZC in their teacher education practices. This research focuses on teacher educators' narratives and strategies used to negotiate their theories/practices and subjectivities within the complexities and constraints of their own narratives, institutions and communities.
Updated: May. 29, 2011
In this article, the author examines the expectations of a group of site-based teacher educators. Each of these teacher educators attempted to support a pre-service teacher who struggled to achieve satisfactory outcomes on their professional placement. The current article is concerned with the bases for strong emotional experiences. The article also raises questions in relation to how we can support teachers make sense of discourses that shape their lives and their emotions, particularly with respect to site-based teacher educators' expectations of their pre-service teacher.
Updated: Mar. 17, 2011
This auto-ethnographic narrative presents the experiences of a teacher educator who came out to his preservice teachers. The author claims that preservice teachers need to understand the beliefs and practices of families and cultures that are unlike their own. The author concludes that when queer teacher educators embrace what makes them who they are; it is only then that they can, in equal measure, inspire their preservice teachers.
Updated: Jan. 23, 2011
Organic Collaboration: Sustaining Teachers and Teacher Educators in the Cottage Industry of Curriculum Making
This inquiry examines the collaborative relationship between Mary, a teacher at a junior high, and Stefinee, a teacher educator at a nearby university. The purpose of this inquiry is to explore the experiences the authors have had in their collaboration that have sustained both of the authors in their professional lives. The authors use emblematic narratives to make assertions about their collaboration through the use of the metaphor of an informal roadside fruit stand while contrasting their work with larger collectives of school– university partnerships.
Updated: Oct. 17, 2010
Masks as Self-study. Challenging and Sustaining Teachers’ Personal and Professional Personae in Early–mid Career Life Phases
The article illuminates three early–mid career teachers’ self-study inquiries, focusing on mask work. Through mask inquiries, the teachers constructed, deconstructed and disclosed to themselves narratives of personal/professional identity. Subsequent improvisation with their masks is shown to engage teachers emotionally with tensions and dissonances within and between their various personae and personal, professional and political contexts at each of their respective career life phases.
Updated: Oct. 17, 2010
In this conceptual article, the author considers two apparently contradictory dynamics in learning. First, the Winnicottian notion of the split-off intellect, in which individual subjectivity is skewed toward thinking and away from affect. Second, an inversion of the first notion, in which affect splits off to form the central domain of experience, relationship, and defense against difficulty.The author uses narratives from several contexts in her own educational history – a student-teaching experience, a graduate course in educational theory, and my work as a preservice teacher educator-to discuss these two notions.
Updated: Oct. 12, 2010
Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Updated: Sep. 05, 2010
Engaging the Self in Teacher Education: Critical Self-Narratives and the Creation of Educational Communities
In this paper, the author examines taken-for-granted teacher education practices. Furthermore, the author also challenges the deficit model of instruction, which views future teachers as nonparticipants in the creation of the language of their own education. In the examination of these ideas, the author suggests that critical self-narratives are an essential part of professional growth and humanistic pedagogy. At the end, the author describes six personal pedagogical principles that function as the fertile ground in which coconstructed education can flourish.
Updated: Aug. 29, 2010