This is a narrative study by a teacher educator inquiring how teachers make sense of their lived experiences that shape their understanding of child development. As experience is viewed as the stories people live, storytelling is used as a tool to understand how teachers formulated their views and beliefs of children. Each of the teacher participants are invited to tell their embedded stories which are referred as family stories, classroom stories, school stories and religious stories. It is highlighted that teachers construct knowledge from the contexts they lived. Through attending closely to the landscapes in which their lives are being composed, they are in a better position to understand what they know and how they know about child development.
|Publication status||Published - 2006|
CitationChan, E. Y.-M. (2006, April). Narrative inquiry: Teachers' understanding of child development. Paper presented at the Annual Meeting of American Educational Research Association: Education Research in the Public Interest, San Francisco, CA.
- Teacher Education
- Theory and Practice of Teaching and Learning