Related literacy narratives: Letters as a narrative inquiry method in teacher education

Abstract

Purpose – This chapter explores letter writing as a narrative inquiry method in a teacher education course. The written dialog in letters by teacher candidates provided the author with deep and long-term reflection on teacher candidates' narratives of experience. In particular, the chapter examines how related literacy narratives combine critical written dialog with the written responses and counter-narratives of peers and a teacher educator.

Methodology and findings – The chapter focuses on letter correspondences from three teacher candidate participants in a longitudinal study as well as response letters to those candidates from the teacher educator. Transactional inquiry and relational knowing are conceptualizations that are employed to explore how the teacher candidates and the teacher educator are curriculum makers.

Value – The chapter discusses the impact of letter writing-related literacy narratives as a narrative inquiry method in teacher education programs as well as possible extensions for their use in graduate courses/research and for teacher development programs.

Citation

Ciuffetelli Parker, D. (2011), "Related literacy narratives: Letters as a narrative inquiry method in teacher education", Kitchen, J., Ciuffetelli Parker, D. and Pushor, D. (Ed.) Narrative Inquiries into Curriculum Making in Teacher Education (Advances in Research on Teaching, Vol. 13), Emerald Group Publishing Limited, Leeds, pp. 131-149. https://doi.org/10.1108/S1479-3687(2011)00000130010