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This paper examines some of the dilemmas that accompany the emergence of the personal voice in scholarly work, by taking a close, grounded look at the way in which these unfolded in a specific academic course. As part of the course, entitled “A cultural approach to the life cycle”, students were asked to participate in a group exhibition in which they were to display their life stories using a variety of texts, objects and photographs. The paper reflects upon a number of questions evoked by the exhibition: What made this event so powerful, moving and pleasurable for those involved? How, if at all, did the women choose to engage in dialogue with broader social, cultural and political contexts in the display of their life stories? What common identities, if any, emerged in the group exhibition and, in this process, what particular identities were put aside? What was made possible by the use of a wide variety of media in the presentation of life stories? Finally, what were some of the broader pedagogical implications that emerge out of this experiment in teaching? 相似文献
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Teaching bodies at work 总被引：1，自引：1，他引：0
This qualitative, multiple case study draws into question claims that teacher involvement in large‐scale assessment is professionally debilitating. Four teacher‐scorers of reading in the 1998 Council of Ministers of Education, Canada's School Achievement Indicators Programme national literacy assessment were interviewed pre‐, during, and post‐marking in terms of their personal and professional motivations for participation, their perception of the role of such evaluations in classroom practice, their self‐concept as autonomous professionals, and the impact of such evaluations on their relationships with colleagues, students, and administrators. Teachers reported that active participation in marking served to clarify rather than corrode their pedagogical values, affirmed or improved their classroom assessment and instructional practices, validated their self‐perceptions as professionals, and had a neutral or negligible impact on school relationships. It is concluded that involvement in low‐stakes, large‐scale assessments is not inconsistent with notions of professionalism. 相似文献
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Freema Elbaz 《Teaching and Teacher Education》1992,8(5-6)
The concern of this article is with the moral dimension of teachers' knowledge. Moral concern pervades all of teachers' work and the knowledge that grows out of that work, yet researchers have tended to concentrate on cognitive aspects of teacher thinking. Beginning from an analysis of teachers' accounts of their work and their caring for students, and drawing on the work of Ruddick (1989) and Arandt (1968), the article identifies three aspects of the moral in teacher knowledge: a sense of hope, attentiveness to particular students, and caring for difference among students. It is further suggested that each of these characteristics of teachers' knowledge operates counter to the technocratic world view that is prevalent in modern educational settings. 相似文献
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Teachers’ lives have been the focus of much recent research on teaching, and we now have rich, detailed understandings of how teachers develop a ‘teaching self,’ in the context of concrete details of biography, school settings, relationships and educational systems within which teachers work. What we lack is a sense of the teacher in a place—a specific location that holds meaning, that matters to those who inhabit it. The concept of ‘place’ has been neglected in contemporary education, yet it seems to be an important one for postmodern times. This article will examine the stories of immigrant teachers in Israel, people who have undertaken to teach in a culture different from the one in which they themselves were educated. Teachers who have made a transition from one cultural setting to another are likely to have developed an awareness of teaching and schooling in the new culture that other teachers may not have. Their stories reveal what it means in the chosen culture to tell one’s story and give an account of one’s career and work as a teacher. The stories of seven immigrant teachers, in dialogue with the researcher’s story, highlight losses and gains in the journey toward a new teaching self, and reveal something of what the process of finding or making a place for oneself—both in the new culture and as a teacher—is like. 相似文献
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Freema Elbaz-Luwisch 《Teaching Education》2013,24(1):81-101
The Coexistence Workshop is a course in the teacher education program at an Israeli university. Its purpose is to promote the ability of prospective teachers to educate their pupils for a democratic society in which diversity is honored and coexistence becomes a reality. Teaching the Coexistence Workshop allows me to explore the usefulness of personal storytelling in learning about diversity and enabling students to become border crossers. The concept of border pedagogy (Freire, Giroux) speaks to issues of social justice and equality among groups divided in very concrete ways by the powerful but often invisible borders of race, social and economic class, gender and, in this case, ethnic-national identity. I examine the experience of border-crossing afforded by the Coexistence Workshop through an account of selected events, interrogating and interpreting this account by way of a discussion of the requirements of border pedagogy in the work of Giroux. My purpose is to elucidate some of the concrete meanings that the metaphor of border-crossing points to in the Israeli context, to gain insights for a pedagogy of difference in teacher education, and to illustrate some of the possibilities of mapping out terrains of commonality, connection and shared concern. 相似文献
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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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