Storying the classroom: storytelling and teacher evaluation

Abstract

Purpose

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.

Design/methodology/approach

This piece uses narrative inquiry to consider teacher evaluation.

Findings

This piece uses narrative inquiry to consider more complex implementations of teacher evaluation.

Originality/value

This piece is an original consideration of the potential forms of teacher evaluation.

Citation

Tanner, S.J. (2016), "Storying the classroom: storytelling and teacher evaluation", English Teaching: Practice & Critique, Vol. 15 No. 2, pp. 208-220. https://doi.org/10.1108/ETPC-01-2016-0009