Power of using narrative inquiry in preserivce teacher education

Research output: Contribution to conferencePaper

Abstract

This is a study by a teacher educator examining how narratives can be used to promote student teachers’ learning. Based on Connelly & Clandinin’s (1988) narrative perspective, teacher knowledge can be understood by storytelling. Through the group presentation, peers’ response and coursework, student teachers are guided in their journey to making inquiries into their past experiences. They are engaged in telling stories related to their development from childhood. Such experiences give meaning to how developmental changes occur, and serve to answer the questions such as who they are and why they are today. Since narrative is an effective way of organizing our experience of time, narrative inquiry is a powerful way to allow student teachers to reflect on their own practices and develop their own practical knowledge.
Original languageEnglish
Publication statusPublished - 2008

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student teacher
narrative
teacher
education
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childhood
educator
learning
Group
time

Citation

Chan, E. Y. (2008, March). Power of using narrative inquiry in preserivce teacher education. Paper presented at the Annual Meeting of American Educational Research Association: Research on Schools, Neighborhoods and Communities: Toward Civic Responsibility, New York, NY.

Keywords

  • Teacher Education
  • Teacher Education and Professional Development