This essay uses the author’s experience with teacher evaluation as a point of departure to consider how narrative methods might be used to complicate contemporary trends in teacher evaluation. Ultimately, this piece hopes to contribute to a discussion about how storytelling might be implemented as a model of teacher evaluation that could speak back to instrumentalist or technical practices in schools that undermine the complexity of the teaching profession.
This piece uses narrative inquiry to consider teacher evaluation.
This piece uses narrative inquiry to consider more complex implementations of teacher evaluation.
This piece is an original consideration of the potential forms of teacher evaluation.
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