Medium 9781475819298

Tep Vol 20-N2

Views: 549
Ratings: (0)

Teacher Education and Practice, a peer-refereed journal, is dedicated to the encouragement and the dissemination of research and scholarship related to professional education. The journal is concerned, in the broadest sense, with teacher preparation, practice and policy issues related to the teaching profession, as well as being concerned with learning in the school setting. The journal also serves as a forum for the exchange of diverse ideas and points of view within these purposes. As a forum, the journal offers a public space in which to critically examine current discourse and practice as well as engage in generative dialogue. Alternative forms of inquiry and representation are invited, and authors from a variety of backgrounds and diverse perspectives are encouraged to contribute. Teacher Education & Practice is published by Rowman & Littlefield.

List price: $41.99

Remix
Remove
Annual Subscriptions (4/year) Subscribe Discounts for Institutions
 

8 Articles

Format Buy Remix

Editorial: Narrative Inquiry, Teacher Narratives, and the Study of Teaching

ePub

PATRICK M. JENLINK

The value of information does not survive the moment in which it was new. It lives only at that moment; it has to surrender to it completely and explain itself without losing any time. A story is different. It does not expend itself. It preserves and concentrates its strength and is capable of releasing it even after a long time.—Benjamin (1968, p. 90)

It is a dialogue that allows the negotiation of meanings through which the self in relation to other selves and to one’s cultural communities is constituted.—Witherell and Noddings (1991, p. 7)

Our life, it turns out, is not one story, but many, a plethora of stories in fact, both stories within us and stories we are, in turn, within.—Randall (1995,p. 185)

An increasing interest in narrative inquiry among educational researchers has evolved in recent years—in particular, researchers concerned with the study of teaching. It is through narratives that researchers can achieve a multiplicity of perspectives on the life and work of teachers. However, narrative here moves beyond the assumptions of literary scholars, which are problematic when carried into social inquiry. Polkinghorne (1995) notes that the “meaning of narrative as prosaic text has been extended to refer to any data that are in the form of natural discourse or speech (e.g. interview protocols)” (p. 6, emphasis in original). This interest in narrative inquiry is warranted in that narrative is the linguistic form uniquely suited for displaying what is integral to both learning to teach and teaching as forms of human existence, as situated activity. Narratives1describe human activity as purposeful engagements in the world, whether it is the world of a classroom, a community, or an educational system. “Narrative is the type of discourse composition that draws together diverse events, happenings, and actions of human lives into thematically unified goal-directed processes” (p. 5).

See All Chapters

School as Parkland: Re-Storying the Story of Cochrane School

ePub

CHERYL J. CRAIG

ABSTRACT: The narrative inquiry reported in this study offers a partial view of Cochrane Academy’s nuanced landscape. This article elaborates a theoretical frame, then uses different story perspectives to survey Cochrane’s professional knowledge landscape over time. It relates what currently is Cochrane Academy to parkland landscape, and it discusses the political situation surrounding what was formerly Cochrane Elementary School that led to its transformation. It ends with cautionary notes concerning how parks and schools, the people who inhabit them, and the communities that they serve must be cared for and nurtured. Considerable attention is paid to a shifting story of community, a developing story of school, and a story of federally mandated reform. Meaning is additionally excavated through uncovering individual and shared stories lived and told over time, especially before and in the aftermath of the landmark 1954 Brown v. Board of Education decision.

See All Chapters

The Impact of Testing on Teachers’ Instructional Practices

ePub

TERRI R. HEBERT

ABSTRACT: The National Commission on Excellence in Education (1983) published A Nation at Risk, declaring the mediocrity of American educational performances. Twenty-five years later, our nation still remains at risk even though the federal government, through the enactment of the No Child Left Behind Act of 2001, has attempted to create a structure that would educationally advance all students. Politicians, business representatives, and special interest groups have sought to narrow achievement gaps between disadvantaged and minority students and their peers, as well as change school cultures by redefining success solely in terms of student achievement on high-stakes tests (U.S. Department of Education, 2005). The diverse committees that continue to advance the notions surrounding No Child Left Behind have limited the inclusion of classroom teachers in the process, thereby disallowing their voices to be heard. Therefore, it was the goal of this research to allow the stories of persistent hope to emerge from within the elementary school setting.

See All Chapters

Learning to Teach

ePub

SHELLY CHILDERS

ABSTRACT: New teachers, who are attempting to transition from the role of learner to that of teacher, have to overcome so many aspects of common sense that creating knowledge through reflection seems overwhelming. One way to understand common sense and its hold over us is to view it in relation to another perspective. As such, this study used poetic portraiture and focused on new teachers who were learning to teach. As a researcher, when I consider the new teachers whom I have known, I envision a gallery of portraits. Much like that in a museum, each portrait is showcased to be viewed alone, for composition and aesthetic qualities, and in a grouping by artist, topic, or design; yet, each portrait is unique, portraying an individual’s strength, frailty, passion, or fear. Poetic portraiture uses inquiry research to generate and confirm the validity of the linguistic portraits created. Built into the design of this study was a desire to accurately depict new teachers as they learn to teach.

See All Chapters

Teachers Speak About Their Learning: Personal Experience Research Through Nonfictional Narrative Story

ePub

GENIE BINGHAM LINN

ABSTRACT: Based on the theoretical framework of reflective practice and teacher education, this article shares portions of a personal experience research project designed to gain understanding of teacher learning through nonfictional narrative story. Excerpts comprise the stories of learning-based journeys shared by five East Texas teachers that focus on a strong ethic of caring for students that motivate teacher learning. Excerpts introduce the self who teaches, and they give voice to teachers’ personal experiences while illustrating the compelling nature of narrative story.

I know who I am and who I may be if I choose.

—Cervantes (1965, p. 1368)

Accessing the power of self-knowledge within reflective practice reveals significant promise to understanding teacher learning and how that learning can be optimized for effective classroom instruction. Within reflective process, we come face-to-face with self. Palmer (1998) explained, “Whatever self-knowledge we attain as teachers will serve our students and our scholarship well. Good teaching requires self-knowledge; it is a secret hidden in plain sight” (p. 3).

See All Chapters

Empowering the Teacher–Inquirer: Narrative Inquiry as a Vehicle of Empowerment for Teachers in a Multicultural Society

ePub

HANNA EZER

ABSTRACT: This study examines narrative inquiry as a vehicle of empowerment for teacher–researchers living in a multicultural society. The study focuses on the personal, academic, and professional impact of narrative inquiry. In this qualitative study, which constitutes research on research, the participants were graduate students, all experienced teachers, studying in a master of education program. Two research tools were used for content analysis: personal interviews and students’ written reflections on their narrative inquiry. The findings indicate that the researchers were empowered on personal, academic, and professional levels. The closer the researchers were to the interviewees, the more they were empowered personally. Narrative inquiry not only empowered the researchers but increased their multicultural awareness and enhanced their attentiveness as professional educators.

This study investigates narrative inquiry as a vehicle of empowerment for teacher–researchers who live in a multicultural society and operate in multicultural settings. The study focuses on the personal, academic, and professional impact of narrative inquiry. Though narrative inquiry has been studied extensively, not much has been written about the inquirers themselves. As such, inquirers may be able to detach themselves from their research and turn it into scientific and objective work; nevertheless, they still develop awareness toward the Other in society and toward their own personal and professional position. The study presents evidence to support these claims based on authentic reflections of teacher–inquirers who used narrative inquiry as a powerful multicultural tool in their educational work (Ezer, 2004).

See All Chapters

Teacher Voices: The Impact of High-Stakes Testing on Teacher Caring

ePub

NELDA WELLMAN

ABSTRACT: This study examined the impact of the high-stakes testing on caring practices from the perspectives of teachers in Grades 3 and 5. These teachers, located in an East Texas school district with high percentages of low socioeconomic students, were identified as caring practitioners by their respective principals. Through the qualitative method of narrative nonfiction, the stories of eight teachers were collected and analyzed to determine the relationship between high-stakes testing and the ethic of care in teachers’ practices. The stories were coded for common themes of teachers’ perceptions within the context of accountability. The five themes that evolved across the narratives were as follows: heightened need for caring relationships with children, amplified concern for children, increased pressure for improving scores, intensified emotional impact, and reinforced need for supportive administrators. The stories, although unique and different, created a tapestry woven and bound together by the emergent themes, thereby presenting a picture portraying the impact of high-stakes testing on the caring practices of teachers.

See All Chapters

Book Review

ePub

(Lanham, MD: Rowman & Littlefield Education, 2006), 232 pages, $27.95

MAYA M. EDWARDS

Is teaching an art, or is it a science? Is teaching both an art and a science? Is teaching a service or a profession? In her book Myths and Misconceptions About Teaching: What Really Happens in the Classroom, Vicki Snider writes that until teaching becomes recognized as a science, it will not truly become a profession. But can teaching become a science? Are there sets of strategies and interventions that work for the majority of students the major ity of the time? Are the strategies available? Do educators simply do not recognize or utilize these strategies?

In the preparation of today’s teachers, many schools of thought and theory are presented to encourage the promotion of the individual learner. These strategies include differentiated instruction, multiple intelligences, and authentic learning, among others. Snider encourages a thoughtful neglect of current research regarding these individualized strategies and proposes a text full of myths currently taught to preservice teachers and utilized by classroom teachers across the nation. In a thought-provoking manner that will challenge the current practice of educators, Snider addresses the issue of myths and misconceptions about teaching that affect the success of at-risk students in the classroom.

See All Chapters

Details

Print Book
E-Books
Articles

Format name
ePub
Encrypted
No
Sku
I000000047637
Isbn
9781475819298
File size
347 KB
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Format name
ePub
Encrypted
No
Printing
Allowed
Copying
Allowed
Read aloud
Allowed
Sku
In metadata
Isbn
In metadata
File size
In metadata