Telling Teaching Stories: The Importance of Shared Inquiry in Beginning to Teach (original) (raw)

Narrative inquiry in teaching and teacher education

Advances in Research on Teaching, 2011

Many scholars in social science have advocated and appreciated narrative inquiry as a useful research tool. Additionally, the pedagogical functions of narrative inquiry have been recognized and valued, and narrative inquiry creates a space for mediation from knowledgeable others and further enhances language teacher development. Studies have explored and affirmed the irreplaceable functions of mediation from teacher educators to ignite the transformative power of narrative inquiry for language teacher development. In order to comprehensively appreciate and properly adopt narrative inquiry in social science studies, language teacher education in particular, this article provides a review of narrative inquiry by exploring its application in the field of education, its usage in teaching English to speakers of other language (TESOL) and language teacher education, and its benefits as well as limitations in social science studies. This article highly advocates for the use of narrative inquiry and also provides suggestions and implications for future research and teaching.

Writing the Teaching Self. The Narrative of Inquiry

Storying serves as an empathetic bridge to development and invites reflexive practice as we recollect our lives in the context of experience. Poly-vocal writing evokes identity among the nature of teaching, calling on crucial literature as referent voices. And narrative inquiry is employed as a literary device to explore teaching as a lived experience with a human map connected to others.

Teaching With Stories Teaching with Stories as the Content and Context for Learning

Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local rural school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through family stories? The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the ...

“From Teacher-Centered to Students-Centered to Collaborative Learning” Illuminating My Teacher Knowledge through Narrative Inquiry

Teacher knowledge refers to the ways teachers know themselves and their professional work situations. This paper applies the narrative inquiry method to illuminate my own teacher knowledge. Through each vignette told in this paper, I will inquire into what I know and feel about English teaching-learning process and illuminate my teacher knowledge by referring to what education experts say regarding particular concepts of English teaching-learning. My students and I will have greater chance to share the values behind the students-centered classroom interaction, the Internet-based learning, or other kind of learning to follow in the future when ‘we’, not only ‘I’ redefine education practices at schools

Storytelling as Pedagogy: An Unexpected Outcome of Narrative Inquiry

Curriculum Inquiry, 2007

This study examines how the use of narrative research methods can serve as pedagogical strategies in preservice teacher education. In this study, we see the intersection of narrative inquiry and storytelling-as-pedagogy. The two often intersect, but rarely has that intersection been examined in a systematic manner. This study examines data collected as one ESL preservice teacher and one Bilingual preservice teacher were followed from their language arts methods class into student teaching and then their first year of teaching to see how they reflected on, questioned, and learned from their experiences. Incidents where narrative inquiry served as pedagogical tools were examined. Although storytelling-as-pedagogy was not a goal in this study, we found that it was an outcome of utilizing narrative inquiry as a methodology. Narrative inquiry is widely recognized as a viable approach to conducting qualitative research. Narrative and storytelling have long been perceived as pedagogical tools. In this study, we see the intersection of narrative inquiry and storytelling-as-pedagogy. Although storytelling-as-pedagogy was not a

Teaching with Stories as the Content and Context for Learning

Global education review, 2016

THE ROLE OF STORIES IN TEACHER DEVELOPMENT

let.osaka-u.ac.jp

Teachers' professional knowledge is said to be storied. This means that teachers have stories of particular students, classes, and classroom events in their memory and that these stories are thought to form a network. Faced with a new situation, teachers search for similar stories in this network and decide on a course of action based on the stories in their repertoire. If this is the nature of teachers' knowledge, telling stories of their own experience and listening to other teachers' stories should facilitate teacher development. However all stories are not equally helpful. Nor do teachers always tell stories when they are requested to. In this paper I shall elaborate on the nature of teachers' professional knowledge, and discuss what kind of stories are more likely to conducive to teacher development and what kind of learning environment teacher educators have to create for teachers to tell such stories in teacher education classrooms.

Telling Teaching Stories: The Importance of Shared Inquiry in Beginning to Teach (original) (raw)

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