TY  - JOUR
AB  - 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.
VL  - 15
IS  - 2
SN  - 1175-8708
DO  - 10.1108/ETPC-01-2016-0009
UR  - https://doi.org/10.1108/ETPC-01-2016-0009
AU  - Tanner Samuel Jaye
PY  - 2016
Y1  - 2016/01/01
TI  - Storying the classroom: storytelling and teacher evaluation
T2  - English Teaching: Practice & Critique
PB  - Emerald Group Publishing Limited
SP  - 208
EP  - 220
Y2  - 2024/04/18
ER  -