Narratives about Teaching: Remembrance, Reflection and Controversy (original) (raw)
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Living the stories we tell: The sociopolitical context of enacting teaching stories
Teaching and Teacher Education, 2018
h i g h l i g h t s Narrative theories and discourse analysis methods used to unpack teachers' narratives. Contradictions between the stories teachers told about teaching and the stories they enacted. Contradictions were examined within sociopolitical/historical contexts of practice. Few opportunities for teachers to construct sophisticated narratives about teaching. Guiding principles for supporting teachers' growth through construction of complex narratives.
The Telling of Story: Teachers Knowing What They Know
1997
This case study documents one graduate student's reflections on her personal and professional development as a teacher as part of a portfolio project. Her story describes how she has blended a teaching philosophy that combines the traditional pedagogy of her own early education with her subsequent experiences as a student and as a teacher using non-traditional approaches. She reflects on the traditional conserving influences that have shaped her existence and the role they play in a sense of security and connection to the dominant culture. The use of portfolio evaluation enabled her to view her less traditionally-constructed curricula in a positive way, having previously judged it only against traditional standards. Through reflection, she was able to discover the self-validity in a progressive approach. The telling of story is used in this case to document professional knowledge and the value of the portfolio as a tool for reflection. (JLS)
Introduction to Narratives on Teaching and Teacher Education: an international perspective
2009
Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. To my husband, the one person who has taught me to look at life from a positive stand point and to never give up. 10.1057/9780230622913preview -Narratives on Teaching and Teacher Education, Edited by Andrea M. A. Mattos Copyright material from www.palgraveconnect.com -licensed to npg -PalgraveConnect -2016-09-30
This paper examines the interplay of daily storytelling and societal narratives of teaching in one student teacher's experience. Drawing on narrative and post-structural theories, I conducted a case study using narrative inquiry and ethnographic methods to examine the momentto-moment storytelling of one student teacher across a range of teaching and learning contexts. Using student teacher blogs about pivotal events as a main source of data, findings demonstrate that initial story themes cohered around narratives of experimentation and adaptation as central to effective teaching, but were also complicated by pervasive societal storylines about traditional teacher authority. Implications for teacher educators are discussed.
Teachers’ Narratives: Insights into the Norm of Practice
In this study, physics teachers' storylines are explored in relation to what they perceive as their norms of physics teaching. It is anticipated that their stories may provide better understandings of how teachers form and reform their identities throughout their career. Semi-structured interviews aim to focus on the teachers' views about their daily discursive practices in school. Using three types of stories: cover, sacred and secret; the teachers storylines are grouped and located in relation to their intentions and actions which are based on the emerging themes. In addition, continuous coding is produced to strengthen the analysis of their stories. This study hopes to determine what is involved when becoming and being a physics teacher within teachers' own community of practice.
Concepts and Methods for Using Narrative in Teacher Education
2011
Someone tells you a story. It seems wrong. It misrepresents someone you care about. But it has been told by someone you do not want to offend or contradict. What do you do? You feel you must say something-set the record straight, absolve your friend, clarify your relationship to her, assert your view on what is right and wrong. How do stories provoke this sense of urgency? When a story is told and interpreted, nothing less than truth, power, morality, and individual agency can be at stake, and these stakes are too high to ignore. The stories analyzed in this book illustrate that narratives bring into play those elements that bring meaning to life. . .
Students' Personal Narratives As a Major Tool in Teacher Training
2009
Recognizing the importance of personal narratives in general and in the field of teacher training in particular, this paper first presents a review of research in the field, offers several definitions and theories of analysis, then it provides readers with the personal narratives and the analyses of three fourth- year students in the department of English at a college for teacher training. The goal is to find out, learn and make use of the voices, attitudes, experiences, visions, successes, failures, hopes and frustrations of students engaged in teacher education. The conclusion asserts the necessity of adopting a model of training which is based on students' personal narratives - one which encourages and strengthens partnership between students, cooperating teachers and academics.
There is an increasing awareness that teaching is a practice where moral action is inseparable from pedagogical action and where wise deliberation or reflection on what course of action to take as an educator is an important part of being a good teacher. This paper will focus on rethinking the role of narratives as an articulation of such practical knowledge and the enrichment they might bring to a teacher’s pedagogical imagination. Working within a conceptual framework drawing on Schön and Aristotle, the study presents a group of narratives describing successful conflict resolution told by students at a newly launched teacher education program. These are discussed as part of a teachers’ practice repertoire and the argument is made that the local and personal repertoires of practitioners need to be complemented with elements from the repertoire of others, something systematic research into narratives of teaching in action can be part of.