Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over the past decades. This chapter briefly situates and explains this “narrative turn,” and continues with the presentation and discussion of concrete pedagogical applications of narrative-biographical approaches. A storied example of one approach is followed by a general discussion of its educational rationale and the necessary conditions for its use. References are made to narrative language as a genre, its contextualized nature as well as the connection with (student) teachers’ developing sense of self.
Kelchtermans, G. (2014), "Narrative-Biographical Pedagogies in Teacher Education", International Teacher Education: Promising Pedagogies (Part A) (Advances in Research on Teaching, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 273-291. https://doi.org/10.1108/S1479-368720140000022017
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