Reflection Through Narrative: The Power of Narrative Inquiry in Early Childhood Teacher Education

From Section:
Programs & Practicum
Jul. 30, 2010

Source: Journal of Early Childhood Teacher Education, Volume 31, Issue 3, 2010, P. 249 – 257.
The current paper discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education.

This paper provides an overview of essential forms and functions of narrative.
The article is paying particular attention to the contributions of narrative inquiry, which is a research framework rarely applied to early childhood education.

In this discussion, the authors provide illustrative examples of their teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level.

These narrative-in-action examples are drawn from the second author's inquiry collaboration with teachers in the rural Midwest and the first author's teaching of an MA level course on narrative inquiry and memoir in a metropolitan area in northern California.

Updated: Jan. 17, 2017
Early childhood education | Inquiry | Narratives | Preschool teachers | Teacher collaboration | Teacher researchers