Abstract
While teacher education in Hong Kong is generally delivered in a knowledge transmission mode, two teacher educators employ an alternative way in teaching. We explore the use of teacher narratives to promote teaching of child development. We view “teacher education as narrative inquiry” (Clandinin, 1993). Instead of beginning to teach the grand theories of child development, we share our family stories with students. We invite them to reflect upon the stories heard and resonate with their own family stories. By stimulating reflection (Schon, 1983) and resonance (Conle, 1996), we teach child development in an experiential and practical approach. Storytelling becomes a tool for teaching and understanding the meaning of lived experiences for construction of knowledge in teacher education programs.
| Original language | English |
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| Publication status | Published - Apr 2009 |
| Event | 2009 Annual Meeting of American Educational Research Association: Disciplined Inquiry: Education Research in the Circle of Knowledge - San Diego, United States Duration: 13 Apr 2009 → 17 Apr 2009 |
Conference
| Conference | 2009 Annual Meeting of American Educational Research Association: Disciplined Inquiry: Education Research in the Circle of Knowledge |
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| Abbreviated title | AERA2009 |
| Country/Territory | United States |
| City | San Diego |
| Period | 13/04/09 → 17/04/09 |