Telling tales: the value of storytelling for early career teachers
Telling tales: the value of storytelling for early career teachers
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讲故事：讲故事对于早期职业教师的价值
DOI：
10.1080/14681366.2016.1253602
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
B. Doecke
中科院分区：
文献类型：
--
作者：
A. Allard;B. Doecke
摘要 本文探讨了早期职业教师（研究项目的参与者）如何通过讲故事来理解他们的经历。教师的故事与基于标准的改革构建其专业发展的方式提供了重要的对比，促使我们作为教师教育工作者重新思考对我们的学生从最初的教师教育过渡到学校的制度环境意味着什么。我们利用利科对叙事的理解来展示他们所从事的身份工作的复杂性，以及他们的故事如何在开始教学和在现有政策环境中谈判路径的经验方面将他们定位为权威。对这些叙述的语言的密切关注可以产生对早期职业教师经历的丰富见解，并提出研究人员如何征求和回应这些叙述的问题。
Abstract This article examines how early career teachers, participants in a research project, make sense of their experiences through storytelling. The teachers’ stories provide a significant counterpoint to the way standards-based reforms construct their professional development, prompting us as teacher educators to think again about what it means for our students to make the transition from initial teacher education into the institutional setting of a school. We draw on Ricoeur’s understanding of narrative to show the complexity of the identity work they perform and how their stories position them as authorities when it comes to the experience of beginning teaching and of negotiating a pathway within existing policy environments. Close attention to the language of these narratives produces rich insights into early career teachers’ experiences and raises questions as to how researchers might solicit and respond to such narratives.