Writing and becoming [a teacher]: Teacher candidates’ literacy narratives over four years |
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| Authors: | Darlene Ciuffetelli Parker |
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| Institution: | Brock University, Faculty of Education, 1842 King Street East, Hamilton, Ontario, Canada L8K 1V7 |
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| Abstract: | 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. |
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| Keywords: | Literacy narratives Narrative inquiry Teacher knowledge Storied experience Letter writing Personal narrative Reflective practice |
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