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This is a book for teacher educators. It is also a book for teacher candidates and educational stakeholders who are interested in using storied practice in teacher…
This is a book for teacher educators. It is also a book for teacher candidates and educational stakeholders who are interested in using storied practice in teacher education. It is about teacher educators and teacher candidates as curriculum makers (Clandinin & Connelly, 1992) who engage in narrative inquiry practice. As editors of this volume, we came to this important writing project as a result of our respective work using narrative inquiry that originated from our studies with Dr. Michael Connelly and Dr. Jean Clandinin. In a large sense, this book represents our interpretations, as second-generation narrative inquirers, of three main ideas: narrative inquiry, curriculum making, and teacher education. Narrative inquiry, curriculum making, and teacher education are vitally interconnected concepts that offer an alternative way of understanding the current landscape of education. Narrative inquiry in teacher education would not have been possible without the groundbreaking work of Connelly and Clandinin.
Self-study in teacher education practices is rife with tensions revolving around self and its position in relation to teaching practice and research. In this chapter, I…
Self-study in teacher education practices is rife with tensions revolving around self and its position in relation to teaching practice and research. In this chapter, I explore and demonstrate these tensions building on Schwab's practical orientation and following its developments in narrative research and self-study. In particular, I focus on the role of self-knowledge in my work as a teacher educator as it has featured in my own self-studies. To present this, I rely on relational teacher education, a framework that I have developed and has guided my living and teaching as a teacher educator. Overall, this progression will demonstrate my belief that self-study is a crucial vehicle for developing self-knowledge; however, it ought to be seen as a means for relational teaching practice and not merely as an end.
Purpose – The purpose of this chapter is to examine how the exploration of metaphors of learning and teaching can contribute to the professional development of teacher…
Purpose – The purpose of this chapter is to examine how the exploration of metaphors of learning and teaching can contribute to the professional development of teacher candidates and teacher educators.
Approach – The chapter draws on the author's experiences as a teacher and teacher educator to illustrate ways in which metaphors of teaching offer deeper understandings of the personal and social dimensions of teaching and teacher education practices.
Findings – Metaphors and other artifacts by the author and teacher candidates are examined to illustrate how metaphors have been be used to story experience in teacher education.
Research implications – Imagining and re-imagining metaphors provide a solid foundation for the preparation and development of teachers. Engaging teacher candidates in the identification and development of their metaphors of learning and teaching contributes to their development into teachers able to understand the experiences of their students and adapt their teaching to enhance student learning. The exploration of metaphor can also help teacher educators to better understand their professional identities and practices.
Value – Teacher educators are uniquely positioned to help teachers explore how their teacher images inform practice and to analyze these images to enhance personal professional knowledge and teaching practices.
Purpose – The purpose of the chapter is to describe the use of narrative inquiry in a teacher education preservice course on issues in education focused on culture.
Approach – The course is positioned among the different kinds of teacher education courses and then described in terms of course assignments and categories of student response.
Findings – It is shown how reflective narrative inquiry activities work toward student understanding of idea that all students are “other” and may be understood in terms of intergenerational family educational narratives. Three specific sources of tension are discussed under three headings “My school has no newcomers and no need for inclusive lesson plans,” “They should adapt to us,” and “But I have no culture.” The ideas of a cross-cultural bridge and reciprocity in leaning between newcomers and the receiving society ties the discussion together along with the author's experience with the subject matter of the course.
Research implications – This work opens an avenue of inquiry into one of the more difficult and widely discussed areas in teacher education aimed at social cohesion and growth.
Value – The value of this work is that it extends Connelly and Clandinin's ideas on curriculum of life to specific issues faced in cultural subject matter in preservice teacher education.
Judith Barak is the former head of the ACE program, is currently head of the graduate school of education at Kaye Academic College of Education in Beer Sheva, Israel. Her work focuses on educational innovations and creating collaborative relations. Her research aims at a deeper understanding of learning environments and their interrelations to professional development processes. She is involved mostly in collaborative self-study stemming from her lived experiences. Recent publications include “From the inside out: Learning to understand and appreciate multiple voices through telling identities” (2009), “‘Without stones there is no arch’: A study of professional development of teacher educators as a team” (2010), and “Conversations in a collaborative space: From stories to concepts to dimensions” (2010).