Abstract
The present life histories qualitative research portrays the results and proposals made on the basis of the analysis of pre-service teachers’ written stories, life histories and reflections, as well as of their oral counterparts elicited via focus group discussions and interviews. In this focused interactive session participants will be granted access to a two- level analysis: (1)- pre-service teachers’ analysis of their experiences to understand their meaning and plan their teaching more accurately; (2)- pre-service teachers’ process of self -portrayed professional identities developed along their experiences at a pre-service teacher education course. Participants will fully engage in the identification and analysis of authentic pre-service teachers’ written story samples.
The results from the present research indicated the development of a reflexive stance towards pre-service teachers’ educational experience. To accomplish this goal, pre-service teachers expressed themselves via narratives including life histories and written reflections. These results inform practitioners, researchers and curriculum designers about the application of narrative and reflective writing (narrative pedagogy). This study also supports a process of pedagogical innovation necessary in the field of teacher education. The researchers hope that this study contributes to the body of knowledge in the area of narrative pedagogy as used with pre-service teachers.
Location
Room 1002
Recommended Citation
Olan, Elsie L. Dr; Bello, Paula Ms; and Kaplan, Jeffrey Dr, "Narrative Pedagogy as Object and Method of Inquiry Used in Teacher Education Program" (2014). SoTL Commons Conference. 2.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/2
Narrative Pedagogy as Object and Method of Inquiry Used in Teacher Education Program
Room 1002
The present life histories qualitative research portrays the results and proposals made on the basis of the analysis of pre-service teachers’ written stories, life histories and reflections, as well as of their oral counterparts elicited via focus group discussions and interviews. In this focused interactive session participants will be granted access to a two- level analysis: (1)- pre-service teachers’ analysis of their experiences to understand their meaning and plan their teaching more accurately; (2)- pre-service teachers’ process of self -portrayed professional identities developed along their experiences at a pre-service teacher education course. Participants will fully engage in the identification and analysis of authentic pre-service teachers’ written story samples.
The results from the present research indicated the development of a reflexive stance towards pre-service teachers’ educational experience. To accomplish this goal, pre-service teachers expressed themselves via narratives including life histories and written reflections. These results inform practitioners, researchers and curriculum designers about the application of narrative and reflective writing (narrative pedagogy). This study also supports a process of pedagogical innovation necessary in the field of teacher education. The researchers hope that this study contributes to the body of knowledge in the area of narrative pedagogy as used with pre-service teachers.
