共查询到20条相似文献，搜索用时 15 毫秒
1.
Michelle Forrest Terrah Keener Mary Jane Harkins 《Asia-Pacific Journal of Teacher Education》2010,38(2):87-101
The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics. 相似文献
2.
Through the metaphor, “learning to teach in the ‘eye of the storm’”, a beginning teacher's experiences of teaching in one of America's diverse urban campuses become known. Three themes of global significance emerge: (1) the similarities and differences between professional learning communities and knowledge communities; (2) the morphing of ‘the eye of the storm’ into ‘a perfect storm’; and (3) the connections between shifting teacher identities and shifting school landscapes. The narrative inquiry foreshadows how the teacher's ‘story to live by’ became ‘a story to leave by’ as she worked in a urban school district riddled with massive change. 相似文献
3.
We apply a literary definition of story (struggle, protagonist, and resolution) to an American primary school teacher's reflections on experimenting with new teaching practices. This definition makes issues of equity explicit and revealed what the teacher saw as possible for changing her practice. By re-storying her stories – offering evidence from interviews, video, and surveys to affirm or complicate interpretations – we consider the power of storytelling to deepen commitments to reform and challenge skepticism. When done collaboratively between teacher educators and teachers, restorying could be a generative analytic process of learning from practice. 相似文献
4.
Minna Uitto Saara-Leena Kaunisto Leena Syrjälä Eila Estola 《Scandinavian Journal of Educational Research》2013,57(2):162-176
This article focuses on teacher identity. Based on two small stories told in a peer group by a beginning teacher, we ask: How does a beginning teacher tell about her identity as part of the micropolitical context of school? Theoretically and methodologically, the research is committed to a narrative approach in understanding teacher identity. The material consists of small stories based on videotaped peer group discussions of 11 Finnish teachers. The results of the research illustrate the micropolitical context at the heart of how a beginning teacher's identity is constructed through diverse emotionally significant relationships. Narrative ways of working, such as group discussions, can offer teachers an opportunity to recognize different dimensions of their identity. 相似文献
5.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
6.
《Teaching and Teacher Education》1995,11(2):163-172
This paper deals with forms and functions of storytelling by teachers in an Israeli comprehensive school staffroom. The main function of these stories is to present to the teachers themselves the teachers' views on teaching, and especially some features of the image of the ideal teacher. The ideal teacher believes in the important value of control. He or she should be able to establish control by being practical, and using “professional knowledge”. This professional knowledge has three main sources: the teacher's own experience; his or her colleagues' experience; and his or her creativity. The stories in the staffroom create images of the ideal teacher and socialize teachers to these images. 相似文献
7.
Stephanie Abraham 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):409-423
In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community. 相似文献
8.
Abstract Interest in story in teaching has been linked to teacher research (Carter, 1993; Elbaz, 1991), to teacher education (Connelly &; Clandinin, 1994), to curriculum (Britz‐man, 1989; Gudmundsdottir, 1991c), and to school change (Giltin, 1990). I wish to argue here for a link between story and one form of teacher reflection, for portfolio construction, unlike more conventional forms of teacher development, encourages teachers to tell the story of their classrooms and to frame that story in particular ways. I wish to argue here for a view that constructing a portfolio shifts the ownership of learning to the portfolio‐maker and that in this constructing, we can trace a teacher's developing understanding of pedagogy. Specifically, my aim is to illustrate the narrative dimensions of a self‐generated portfolio question — its interpretations, the reflections upon its meaning, and its transformations of pedagogical understanding — as this text becomes pedagogy and pedagogy becomes text. This interpretive process is illustrated through a case study of Ellen Nicol, a secondary English as a Second Language teacher, in her graduate teacher education year and her first 2 years of classroom teaching. Ellen's pedagogical text, her question, is reinterpreted with major changes each time she comes to understand more completely the richness and complexity of her classroom. Each new transformation and reinterpretation serve as guide for selection of materials, for selection of pedagogy, and for assessment of success. Each new collection of pedagogical information serves as impetus for possible reframing and transformation of the text. 相似文献
9.
《Teaching and Teacher Education》2000,16(3):349-363
This paper examines the teaching practices of one American Indian teacher in a high school literature class. It explores the teacher's use of narrative as an instructional strategy designed to convey abstract concepts through concrete experience. The narratives engage students in critical thinking and personal reflection, and provide them with the opportunity to make connections between social and historical contexts. In addition, the teacher uses stories to contrast multiple contexts with personal experiences, which reflects teaching strategies previously identified as those used by effective teachers. There is evidence that sharing ideas and concepts through story is an important way of encouraging social relations and helping students make connections between what they are learning in school and what they know of the world. Based on data analysis, this study presents a model of the teacher's use of narrative as a strategy to pose critical questions, frame a context for discussion, encourage students to reflect on personal perspectives, and introduce ideas and concepts. The model provides a visual representation of the teacher's use of narrative as a way of clarifying course content, contextualizing meaning, and reinforcing understanding. 相似文献
10.
Glenys Mann 《International Journal of Inclusive Education》2016,20(9):909-920
Nelly and her children live in Queensland, Australia. When it came time for her second youngest son to start school, Nelly was not prepared for the difficulty that she had enrolling him at the school of her choice. In spite of her son's disability, Nelly thought that it was natural that he would go to his local school with his sister. It is not surprising that she expected this, given the legal and policy endorsement of inclusive education that exists in the Queensland education system. What unfolded in Nelly's life as she pursued this enrolment is the subject of this article. This is the story of a mother who believed in and hoped for inclusive schooling for her son but who found herself caught in a series of events and experiences which ultimately led to the decision to transfer him into a special school. This is also the story of how, disillusioned and regretful, she went on to undo that decision. Told primarily in Nelly's own words, this narrative provides a deep insight into one mother's efforts to exercise her parental authority, the difficulties she encountered in trying to do so, and the consequences for her son. 相似文献
11.
《Journal of moral education》2012,41(1):57-69
Parent–teacher relations are often characterized as highly conflictual in the educational literature, with scant empirical evidence of how the disagreements occur in everyday talk. Close analysis of a teacher's account of an intense conflict with a student's mother over the National Honor Society grounds the abstract discourses of merit and difference in the worlds of parents, teachers and students. Narrating primarily through reported speech, in a ‘she said, I said’ fashion, the teacher recreates her conversations about the National Honor Society and the graduation ceremony. Creating the social milieu through reported speech and the inner reality by telling what she left unspoken, she captures the derision between parents and teachers. Moreover, the adult struggles obscure the adolescents' initial concerns about elitism. Exposed to reform debates, the teacher reveals her consciousness about diversity and privilege. The mother's understanding reflects traditions of individualism and meritocracy without regard to barriers created by race, sex, class and disability. The encounter ends without opportunity for fuller articulation. Notwithstanding these tendencies, the individual parent–teacher conference remains the most widely employed format in US schools, emblematic of an extremely privatized notion of that relationship. The author frames the conflict in terms of school community and public education at large to identify possibilities for more generative communication. 相似文献
12.
《学习科学杂志》2013,22(3):317-346
In a year-long, school-based teacher education project, primary school teachers were given workshop- and classroom-based support, including sustained mentoring, as they appropriated a generative heuristic for teaching technology-and-science in their classrooms. The mentor participated in their lessons and recorded her frequent conversations with teachers. Extracts from 3 conversations (of many, spanning 5 months) between 1 teacher and the mentor illustrate this teacher's changing ideas and the mentor's role. The teacher realized that although she preferred to learn generatively, she had been using instructionist approaches in her technology-and-science teaching. These dialogues show how the mentor supported this teacher as she gradually aligned her technology-and-science teaching with the generative style of learning she already valued. 相似文献
13.
Dori Grinenko Baker 《Religious education (Chicago, Ill.)》2013,108(3):320-339
Abstract Girlfriend Theology is a method of religious education by which women who have found power, voice, and authority might nurture resilience in adolescent girls within faith communities. This essay relates one portion of a larger project involving ethnographic research with fifteen females. These females gathered in small groups and followed a four‐part method that began with one person telling a story from her life. This paper shares one of these ninety‐minute story sessions in which a religiously diverse group engages in God‐talk. From four such Girlfriend Theology sessions arose seven theological assertions—statements about God, humanity, and communities of faith—that sometimes affirmed and sometimes challenged traditional interpretations. These assertions reflect emancipatory theological motifs when analyzed through the lens of womanist, mujerista, and Asian‐feminist theology. This essay draws connections between the story session reported and two of the seven theological assertions of Girlfriend Theology. What would it mean for a girl—against the stories read, chanted, or murmured to her—to choose to tell the truth of her life aloud to another person at the very point at when she is invited into the larger cultural story of womanhood—that is, at . . . adolescence? —Lyn Mikel Brown, Telling a Girl's Life 相似文献
14.
BRONWYN DAVIS 《Gender and education》1997,9(3):271-283
ABSTRACT Alison Jones finds in the writing of her students who take up post-structuralism, a confused humanism, an illegitimate appearance of a prediscursive self. She attributes this to some aspects of my writing and to the students' failure to understand the structuralist base of post-structuralism. Jones argues that I and her students are guilty of humanism when we use active verbs such as 'positioning' or 'forced choice', or when we try to imagine what agency might be in a post-structuralist framework. In this reply I produce a detailed reading of Jones'. In doing so, I attempt to find how she produced her reading of my writing, and at the same time to extend my understanding of what the 'post-structuralist subject' might be. I attend to this in the dual sense of human beings as subjects, and the subject of post-structuralism as we teach it to our students. 相似文献
15.
Stefano Bertone Sébastien Chaliès Jacques Méard 《Asia-Pacific Journal of Teacher Education》2006,34(2):245-264
The purpose of this study was to characterise the development of a preservice physical education teacher's professional activity over the course of training interactions with her co‐operating teacher. The student teacher's professional development was studied using a hermeneutic and inductive approach based on the analysis of data from observation and self‐confrontation interviews. The results showed that the preservice teacher's conceptions regarding her teaching developed despite communication difficulties with her co‐operating teacher and that she constructed new knowledge—at times without her co‐operating teacher's awareness—even when she disagreed with him. However, the student teacher's classroom activity did not always change as a result of this new knowledge. The self‐confrontation interviews revealed her construction of knowledge, as well as the reasons for disagreement and her resistance to changing her classroom action. 相似文献
16.
Stephen M. Ritchie Gillian Kidman Tanya Vaughan 《Cultural Studies of Science Education》2007,2(1):225-242
Members of particular communities produce and reproduce cultural practices. This is an important consideration for those teacher
educators who need to prepare appropriate learning experiences and programs for scientists, as they attempt to change careers
to science teaching. We know little about the transition of career-changing scientists as they encounter different contexts
and professional cultures, and how their changing identities might impact on their teaching practices. In this narrative inquiry
of the stories told by and shared between career-changing scientists in a teacher-preparation program, we identify cover stories
of science and teaching. More importantly, we show how uncovering these stories became opportunities for one of these scientists
to learn about what sorts of stories of science she tells or should tell in science classrooms and how these stories might
impact on her identities as a scientist–teacher in transition. We highlight self-identified contradictions and treat these
as resources for further professional learning. Suggestions for improving the teacher-education experiences of scientist–teachers
are made. In particular, teacher educators might consider the merits of creating opportunities for career-changing scientists
to share their stories and for these stories to be retold for different audiences.
相似文献
| Tanya VaughanEmail: |
17.
The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation. 相似文献
18.
Cathy Burnett 《Literacy》2009,43(2):75-82
In contributing to debates about how student‐teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student‐teacher told of her digital practices during a larger study of the role of digital literacy in student‐teachers' lives. The paper investigates the ‘recognition work’ this student‐teacher did as she aligned herself with different discourses and notes how themes of ‘control’ and ‘professionalism’ seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student‐teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre‐service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them. 相似文献
19.
Randi Nevins Stanulis Paige E. Campbell Jennifer Hicks 《Educational Action Research》2013,21(1):45-66
This article examines the ways in which a collaborative action research design became the lens by which a classroom teacher and two university teacher educators examined the practice of a novice during her second year of teaching. Together the three authors tell a story of a young woman's struggle to find and honour her voice as a new teacher. Three overarching themes were identified from the date, including university preparation, formal/informal support networks and finding and honouring her voice. Findings revealed that the collaborative nature of this research provided for unintended praxis for all researchers. Ultimately, the teacher's quest for voice and ultimate articulation of self-as-teacher emerged as a result of her participation in this collaborative inquiry. 相似文献
20.
April Lynn Luehmann 《学习科学杂志》2013,22(3):287-337
This case study explores the affordances a weblog (blog) offered to “Ms. Frizzle,” an urban middle school science teacher and exceptional blogger, to support her professional identity development. The 316 posts she wrote over 1 school year were systematically analyzed and triangulated with data from e-mail exchanges and interviews with Ms. Frizzle and her colleagues. Ms. Frizzle used her blog to tell stories of herself and her classroom, reflect on her practice, work through dilemmas, solicit feedback, and display competence, among other things. By doing so, she was able to wrestle with many issues that are central to the practice of urban science teaching and be recognized by herself and others as a “reform-minded” teacher committed to excellence and equity in education. To realize these benefits, however, Ms. Frizzle invested significant time and energy into her blogging and made certain uses of blogging features. Thus, although this study empirically supports the potential of blogging for teachers' professional identity development, it also indicates that the way in which teachers use blogging will determine the extent of the benefits they can derive from this practice. 相似文献