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Telling and writing personal stories is a powerful means of fostering teachers' professional growth. However, little attention has been paid to the professional and personal growth of teacher educators/researchers who engage with students and research participants in personal storytelling and autobiographical writing. This article explores the contribution of writing to the development of personal narratives of practice among teacher educators/researchers, and considers the potential of the writing workshop as a space where diverse voices can find expression. Drawing on phenomenological and narrative methods, we examine work with both pre-service and experienced teachers, describing the ways that space was created for a 'dialogue within difference' where participants could express themselves fully. The main questions addressed are: how does personal writing enable teacher educators to understand the experience of students; how do we as teacher educators/researchers learn about ourselves through the mirror of our students' writing and our response to it; and how do the institutional contexts of university and college affect the processes by which stories are told, reflected on and re-storied? 相似文献
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Anna Ershler Richert 《Teaching Education》2013,24(4):297-310
This paper explores a new pedagogical approach to teaching teachers to assume a learning or inquiry stance in their practice. It is based on an assumption that professional learning is a core capability of good teaching that is responsive to the changing needs of children, schools, and communities. One source of teacher learning is practice—one's own practice and the practice of others. Whereas there is much written about teachers learning from their own practice, there is scant attention in the field currently about learning from the practice of others. What do we mean by learning from the practice of others? Beyond visiting their classrooms, how might teachers access the practice of others so that they can learn from it? How does learning work proceed? This paper grapples with these questions as a frame for discussing one teacher education attempt at preparing teachers to learn from the practice of others. It begins by making a case for learning as a centerpiece of good teaching, and then proceeds to describe one example of how the inquiry practice of experienced teachers was used to teach teacher inquiry to a group of novice teachers in California. 相似文献
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How, when, and where do teachers learn to teach? Guided by this question, this article examines the relationships between teachers' living and teaching experiences. Through narrative inquiry, it stories “curricular currents” of three teachers from different teaching contexts, noting the continuity, interaction, and place of the experiences that comprise these currents. It argues that these teachers have learned to teach through their “living curricula,” across all times and places of their lives, not just classroom moments. It concludes by charging teacher education to attend closely to teachers' exploration and analysis of their lives' experiences, in and out of classrooms. 相似文献
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Peter Woods 《Teaching and Teacher Education》1985,1(1):51-62
It is argued that the increasing use of qualitative techniques, especially ethnography, in the study of education offers strong possibilities for bridging the traditional gaps between theory and research, on the one hand, and teacher practice on the other. Its potential lies in its ability to produce information that teachers value, its role as an aid to the appreciation of theory through its inductive processes, its practical importance, and its emphasis on the self, which helps give teachers a sense of control over their lives. In preservice teacher education, ethnography might be used chiefly to induce reflectiveness and to encourage observational skills. But it is in inservice education that it is likely to have most impact, for teachers are themselves, by this stage, ‘participant observers’. There are even greater opportunities in the rapid growth of joint enterprises between academics and teachers, such as the use of life histories, action research, and role sharing. 相似文献
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《Studying Teacher Education》2013,9(1):105-116
Set against an organized school reform backdrop, this inquiry features four challenges I faced as a result of working alongside teachers and principals whose urban schools were awarded major school research grants for a 5-year period. In addition to teasing out the origins of the dilemmas I encountered and showing how they impacted my teaching practice, I make two knowledge contributions through my public presentation of this self-study. First, I add a new set of partnered narratives—the stories of teacher educators/teacher educators' stories of self. Second, I extend my research niche to reveal the role I played as a living, breathing dimension of the educational conduit.
Rabbit: What is REAL? Does it mean having things that buzz inside you and a stick-out handle? 相似文献
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Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years 总被引：1，自引：0，他引：1
This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants’ knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time. 相似文献
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Teachers are encouraged to enhance professional competence through reflective practice and they are also asked to undertake research to generate evidence for their professional practices. This paper reports on an inquiry into a group of primary school English language teachers’ research engagement in the province of Guangdong on the Chinese mainland. The inquiry explored the effect of educational reforms on the participants’ research engagement through the use of an open‐ended questionnaire and group interviews. The inquiry revealed that research engagement had become an important part of the teachers’ professional lives. Emerging findings from the inquiry also problematised their research engagement as it was found to have been undermined by a competitive promotion mechanism, the teachers’ conceptualisations of research and challenges in the knowledge dissemination process. The paper ends with reflections on how to make teacher research “educational” for teachers and serve as an effective way for professional development. 相似文献
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In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry‐based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry‐based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry‐based instruction that are designed by teachers. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631–645, 2001 相似文献
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Lucy Avraamidou 《International Journal of Science Education》2016,38(5):861-884
Grounded within Connelly and Clandinin’s conceptualization of teachers’ professional identity in terms of ‘stories to live by’ and through a life-history lens, this multiple case study aimed to respond to the following questions: (a) How do three preservice elementary teachers view themselves as future science teachers? (b) How have the participants’ life histories shaped their science identity trajectories? In order to characterize the participants’ formation of science identities over time, various data regarding their life histories in relation to science were collected: science biographies, self-portraits, interviews, reflective journals, lesson plans, and classroom observations. The analysis of the data illustrated how the three participants’ identities have been in formation from the early years of their lives and how various events, experiences, and interactions had shaped their identities through time and across contexts. These findings are discussed alongside implications for theory, specifically, identity and life-history intersections, for teacher preparation, and for research related to explorations of beginning elementary teachers’ identity trajectories. 相似文献
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Elaine V. Howes 《科学教学研究杂志》2002,39(9):845-869
Implicit in the goal of recent reforms is the question: What does it mean to prepare teachers to teach “science for all”? Through a teacher research study, I have encountered characteristics that may assist prospective elementary teachers in developing effective, inclusive science instruction. I describe these strengths, link them to requirements for teaching, and suggest how science teacher educators might draw on the strengths of their own students to support teaching practices aimed at universal scientific literacy. My conceptual framework is constructed from scholarship concerning best practice in elementary science education, as well as that which describes the dispositions of successful teachers of diverse learners. This study is based on a model of teacher research framed by the concept of “research as praxis” and phenomenological research methodology. The findings describe the research participants' strengths thematically as propensity for inquiry, attention to children, and awareness of school/society relationships. I view these as potentially productive aspects of knowledge and dispositions about science and about children that I could draw on to further students' development as elementary science teachers. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 845–869, 2002 相似文献
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A narrative inquiry of cross-cultural lives: Lives in China 总被引：2，自引：2，他引：0
Ming Fang He 《课程研究杂志》2013,45(3):301-321
In a series of three papers, I examine the identity development of three Chinese women teachers as they moved back and forth between Eastern and Western cultures and languages amid the rapidly changing events of the last four decades. I use a river metaphor to explore three phases in the cross-cultural lives of these women: in the first paper, their lives in China amid multiple cultural movements; in the second, their lives in Canada; and in the third their lives in the North American academy. This lifebased narrative inquiry, situated between non-fiction, fiction and academic discourses, opens up possibilities for establishing a link between cross-cultural lives and identities, cross-cultural teacher education and curriculum studies in multicultural contexts. In this first paper, I explore the three teachers' lives in China before, during and after the Cultural Revolution. I tell stories of changes for each participant as cultural upheavals were experienced in their homes and schooling. I pay special attention to the relationship between living such disruptive lives, telling such lives, and developing an inquiry-oriented way of thinking about and writing about such lives related to identity development and its impact upon cross-cultural curriculum making and multicultural education. 相似文献
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Teresa Strong‐Wilson 《Teachers and Teaching》2013,19(5-6):447-463
As new technologies promise to be an enduring feature of the landscape of teachers’ work, we consider how teachers implicitly bring stories forward into their classroom explorations with new media as a part of their ‘informal learning’. By ‘stories’ is meant specific classroom texts as well as preferred teacher practices with those texts. The article represents a reflection on the methodological role that ‘elicitation’ can play in drawing out teacher thinking during a time of professional change, thinking that would otherwise likely remain embedded, particularly when teachers’ attention is focused forward on innovation in practice. The methodological use of ‘elicitation’ emerged in the first year of an ongoing teacher action research study, in which seven teachers have been involved in a professional development initiative that actively engages teachers in examining changing literacy formations, beginning with the teachers’ own literacy formations. The methodological practice of elicitation borrows from phenomenology, ethnomethodology, narrative research, reader response theories, curriculum theory and psychoanalysis, and emerged as a way to acknowledge the life histories that teachers were bringing to their professional development with new media. We suggest that elicitation can potentially draw out deep and sustaining sources of a teacher’s commitment, as well as resistance, to change. It can help disclose the tensions between commitment and resistance that even teachers who voluntarily undertake to incorporate new technologies into their practice may experience. Within a teacher action research framework, elicitation can also serve to remind teachers (and others) of the value of what they know and are learning, thus contributing to teachers developing a ‘scholarship of practice’ in response to any actual or perceived ‘intensification’ of their work. 相似文献
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Bodil Svendsen 《International Journal of Science Education》2013,35(11):1834-1854
This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers’ perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts.The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning. 相似文献
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通过对初中数学青年骨干教师L老师的叙事研究．研究者认为初中数学学科教学知识对学科内容知识量的要求是有限的,但对教师理解内容知识的深刻性有较高要求;实践与反思是形成学科教学知识的关键。L老师学科教学知识的生成途径有其独特的地方,值得其他教师借鉴和学习,可以概括为“二研五专”,即：研究教材、研题磨题、专业阅读、专题研究、专业现场、专题写作、专家引领。 相似文献
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In recent years journal writing as a tool for reflective practice has gained prominence in teacher education programs. This paper reports the investigation of journal writing as a means for student teachers and university to better understand the process of learning to teach. The aims of the study were to examine how journals are used; to explore what students learn and what university teachers learn; and to identify which strategies work best. Survey and interview data were collected from the student authors of the journals. Analysis of the data contributed to our understanding of the process of interactive journal writing and the strategies we used as university teachers. Students used the journals in a number of ways. They used the journals to get direction on practice and planning, as a tool for analysis, as an emotion release, and as a way of 'sorting things out'. Students identified a number of strategies used by the university teachers as journal respondents which contributed to students' learning about teaching. This research focused our attention on interactive journal writing as a strategy that has the potential to promote reflective practice. 相似文献
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This article presents an in-depth case study of a complex community of inquiry. In this community, teachers worked collaboratively to build from situated assessments of students' learning through reading to refine and monitor practices designed to enhance student learning in their subject-area classrooms. In this report, we present evidence to address three questions: (1) What did inquiry look like within this community?; (2) How was collaboration implicated in teachers' inquiry?; and (3) How was engagement in inquiry related to meaningful shifts in teachers' practice and learning? This research contributes by uncovering important links between teacher inquiry, collaboration, and educational change. 相似文献