Teachers’ Narrative Understandings of Parents: Living and Reliving “Possible Lives” as Professionals
Teachers’ Narrative Understandings of Parents: Living and Reliving “Possible Lives” as Professionals
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教师对家长的叙事理解：以专业人士的身份生活和重温“可能的生活”
DOI：
10.53956/jfde.2014.22
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Debbie Pushor
中科院分区：
文献类型：
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作者：
Debbie Pushor
在这篇文章中，我与前教师候选人探讨了叙述性调查的各个方面，以了解在大学课程中经历父母课程（Pushor, 2011; Pushor, 2013）如何加深了他们的知识，并引发了关于父母和家庭话语和表征的问题。我关注的是两位前教师候选人，凯特和卡莉，她们讲述了自己在父母课程中以及后来成为教师的经历。我探索了他们作为教师为自己想象的“可能的生活”（Bruner, 1987/2004），以及他们在实践中构建和重建的教师“生活叙事”（Bruner, 1987/2004）。显而易见的是，当职前教师得到支持，经过深思熟虑地拆解和检查父母的生活和讲述故事的方式，以及支撑这种生活和讲述的哲学、教学和实践概念时，父母课程为职前教师提供了中断习惯的教师生活叙事的可能性，并指导新的教师生活叙事的构建和重建（Bruner, 1987/2004）。
In this article, I explore aspects of a narrative inquiry with former teacher candidates to understand how living out a curriculum of parents (Pushor, 2011; Pushor, 2013) in their university coursework deepened their knowledge and prompted questions about discourses and representations of parents and families. I focus on two former teacher candidates, Cat and Carly, who tell stories of their experiences within a curriculum of parents and then subsequently as teachers. I explore the “possible lives” (Bruner, 1987/2004) they imagine for themselves as teachers and what teacher “life narratives” (Bruner, 1987/2004) they construct and reconstruct in their practice. What is made visible is that when preservice teachers are supported to unpack and examine, with deliberation, ways of living and telling stories of parents, and the philosophical, pedagogical and practical conceptualizations that underpin such living and telling, a curriculum of parents offers preservice teachers possibilities for interrupting habitual teacher life narratives and for guiding the construction and reconstruction of new teacher life narratives (Bruner, 1987/2004).