Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education |
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| Authors: | Jennifer Mitton-Kükner Carla Nelson Claire Desrochers |
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| Institution: | 1. Centre for Research for Teacher Education & Development, University of Alberta, 633 Education South, Edmonton, Alberta T6 G 2G5, Canada;2. Tyndale University College, 25 Ballyconnor Court, Toronto, Ontario M2M 4B3, Canada |
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| Abstract: | This paper explores the experiences of pre- and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. Because the contexts where our studies were situated were culturally different from participants' backgrounds, narrative inquiry spaces shaped windows in which participants could restory their understandings of others different from themselves. We argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for pre- and in-service teachers' professional identities in school contexts shaped by diversity. |
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| Keywords: | Service learning Narrative inquiry Pre-service teacher education Teacher education Reflective practice Diversity |
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