首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
This paper examines the interplay of daily storytelling and societal narratives of teaching in one student teacher’s experience. Drawing on narrative and post-structural theories, I conducted a case study using narrative inquiry and ethnographic methods to examine the moment-to-moment storytelling of one student teacher across a range of teaching and learning contexts. Using student teacher blogs about pivotal events as a main source of data, findings demonstrate that initial story themes cohered around narratives of experimentation and adaptation as central to effective teaching, but were also complicated by pervasive societal storylines about traditional teacher authority. Implications for teacher educators are discussed.  相似文献   

2.
This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution. The self-study case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan’s Self-Determination Theory. The study identified three common, key themes leading to the participants’ career change: exploration and reinvention, key figures and lifelong learners. The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within TE. The personal development implications for the participants are also considered.  相似文献   

3.
This paper focuses on the results of a mixed-methods study of 13 participants in a Radical Humanities programme designed as a transformative learning space for low-income adults who have experienced barriers to learning. Using demographic questionnaires, semi-structured narrative interviews and course evaluations this study examined participants’ experiences in the programme and the impact on their learning, sense of agency and future ambitions. As the first phase of a longitudinal project on the well-being and agency of under-represented and marginalized learners, this preliminary study revealed five predominant themes emerging from learners’ experiences: (1) self-reflective meaning-making processes; (2) interrelated personal and communal growth; (3) appreciation of diversity; (4) emerging sense of self-as-learner; (5) renewed aspirations. This paper argues that transformative learning for low-income adults is a complex and challenging process that entails participants’ ongoing negotiations of self, learning, and purpose. Understanding and evaluating the effectiveness of transformative learning within a social-emancipatory humanities programme requires attention to the programme’s social context and choices faced by participants. Programme participation fosters increased well-being, deeper relationships and hope for the future. However, these tangible benefits are tempered by constraints of individual and structural systems that, for some students, impose limitations on their ability to enact change in themselves and in their lives.  相似文献   

4.
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the Teacher Education Reciprocal Learning Program between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of Social Sciences and Humanities Research Council of Canada (SSHRC) Partnership Grant Project, Reciprocal Learning in Teacher Education and School Education between Canada and China. The partnership builds on the Teacher Education Reciprocal Learning Program, and the Shanghai-Toronto-Beijing Sister School Network. In this article, the authors conducted narrative inquiry with two of the SWU participants in the Teacher Education Reciprocal Learning Program to explore their experience from their cross-cultural learning in Canada to beginning teachers in West China. The findings of the research suggest the need to develop a global and cross-cultural dimension in teacher education and development in West China. It is evident that the cross-cultural experiences in Canada have influenced beginning teachers’ curriculum views, relationship to students, and beliefs about teaching. Their “lived stories” (Connelly & Clandinin, 1990, p. 6) also indicate that the personal, pedagogical, and social influences of cross-cultural experiences play important roles in beginning teachers’ teaching careers.  相似文献   

5.
ABSTRACT

Research Findings: This case study of an experienced toddler teacher resulted in the identification of 4 roles that the teacher played in mediating a culture of respect and participation in the classroom. These 4 roles contrast the roles discussed in Leavitt’s (1994) ethnographic study Power and Emotion in Infant-Toddler Day Care. I used a series of data collection methods, including field observations, reflective collaboration with the teacher, and interviews with an assistant teacher, to discover the themes that emerged: (a) Liberator, (b) Curriculum Organizer, (c) Chief Historian, and (d) Learner. The role of Liberator was by far the most substantial of the themes that emerged from the data. The other 3 roles overlapped with the Liberator role, although each demonstrated some distinct characteristics. Practice or Policy: The findings of this study cannot be applied directly to other classrooms because of the limitations of the specific culture, history, and lived experiences of the participants. However, examining the lived experiences of the toddlers and their interactions with this teacher may provide reflective, effective, and productive content for the professional development activities of other caregivers. In addition, research cited expresses a need for multiple ways of knowing how very young children grow, develop, learn, communicate, and participate.  相似文献   

6.
This paper reports on an initial teacher education programme that has been designed to facilitate and support Māori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira’s (student teacher’s) narrative is presented which has been informed by two years of a Te Ao Māori (Māori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self‐efficacy of marginalised members of society.  相似文献   

7.
《师资教育杂志》2012,38(2):207-223
This paper offers reflections on two transformative teacher education projects. The first a global communities module is set in a university in Vancouver and utilizes the lens of social ecology to examine the roles of teachers in bringing an awareness of local/global issues to their students' learning experiences. The second, a Canadian International Development Agency (CIDA) teacher education project located in rural Peru, involves the collaboration of universities in Canada, Mexico and Peru. The projects are united in their use of ‘critical place‐based’ transformative teacher education agendas and democratic participatory methods. We use our experiences in these projects combined with relevant literature to explore three questions: (1) What inspirations might be drawn from our critical place‐based participatory approaches? (2) What might these approaches offer in response to the United Nation's Decade of Education for Sustainable Development [UNDESD]? (3) Does the UN Decade provides a conceptual framework to instigate and support social and ecological transformation?  相似文献   

8.
Drawing from long-term ethnographic research in the Andes, this paper examines one Quechua-speaking Indigenous bilingual educator’s trajectory as she traversed (and traverses) from rural highland communities of southern Peru through development as teacher, teacher educator, researcher, and advocate for Indigenous identity and language revitalization across urban, periurban, and rural spaces. Neri Mamani grew up in highland Peru and at the time I met her in 2005 was a bilingual intercultural education practitioner enrolled in master’s studies at the Program for Professional Development in Bilingual Intercultural Education for the Andean Region (PROEIB-Andes) at the University of San Simón in Cochabamba, Bolivia. Drawing from my ethnographic research at PROEIB that year, situated also within a broader context of my ethnographic research on bilingual education in the Andes across several decades and Neri’s life trajectory across those same decades, this paper analyzes her narrative as it emerged in a 4-hour interview with me. I argue that Neri and her peers’ recognizing, valorizing, and studying the multiple and mobile linguistic, cultural, and intercultural resources at play in their own and others’ professional practices around bilingual intercultural education enable them to co-construct an Indigenous identity that challenges deep-seated social inequalities in their Andean world.  相似文献   

9.
This study compares the views of teachers and professional development facilitators about effective professional development (PD). We analyzed interviews with 72 teacher participants and 23 PD facilitators involved in nine science and mathematics PD projects. The teachers' themes for characterizing effective PD included classroom application, teacher as learner, and teacher networking. Similarly, the PD facilitators discussed effective PD as having classroom application and experiences for teachers as learners. In addition, PD facilitators shared the need to develop collegial relationships with teachers and improve teacher knowledge. These views correspond to some of the standards and recommendations described in policy and research documents on effective PD. Criteria of effective PD in these documents that the participants did not mention included: (1) challenging teachers' content and pedagogical content knowledge with transformative learning experiences, (2) encouraging teacher leadership for sustained support, and (3) focusing on student learning by instructing teachers on how to use student data to inform their teaching practice. Our findings have implications for designing PD that reflects the criteria of standards-based reform.  相似文献   

10.
Melanie Peter, Senior Lecturer in Education and Early Childhood at Anglia Ruskin University, argues that the ability to engage in narrative stems from early interactive play formats and is essential for perceiving patterns and sequences in life – the fabric of social understanding. Developing themes set out in her earlier work, this article presents a rationale and developmental model for drama as narrative pedagogy. Whether narrative impairment is a cause or consequence of their difficulties, hard-to-reach or socially challenged children – exemplified by those with autism – characteristically show a limited spontaneous play repertoire, which necessarily hampers their development. However, through a play-tutoring approach in drama, especially by the teacher-in-role, significant gains may be noted. Melanie Peter uses case studies to illustrate an emerging triad of competencies that contribute to enhancing social understanding: more effective communication, greater sensitivity in interaction and creative problem-solving. The generative pedagogical dimensions support a developmental framework for using drama to explore cultural values and issues embedded in stories, towards greater narrative identity and more effective participation in a social world.  相似文献   

11.
Education is facing significant political and contextual challenges that will impact its future. This study employs a Delphi methodology to investigate teacher educators’ views of current trends and their consequences for teacher education futures. Interviews were conducted with a sample of expert teacher educators drawn from eight countries. This provided international perspectives on both local and global trends. The data were analysed to identify and elaborate key themes reported by the participants. The article draws on these themes to develop brief narratives around current developments that the teacher educators argue will have a major impact on the future of teacher education. These narratives are used to develop possible scenarios to inform thinking about teacher education futures.  相似文献   

12.
This is a narrative inquiry into the role of professional development in the construction of teaching practice by an exemplary urban high school science teacher. I collected data during 3 years of ethnographic participant observation in Marie Gonzalez’s classroom. Marie told stories about her experiences in ten years of professional development focused on inquiry science teaching. I use a social practice theory lens to analyze my own stories as well as Marie’s. I make the case that science teaching is best understood as mediated by socially-constructed identities rather than as the end-product of knowledge and beliefs. The cognitive paradigm for understanding teachers’ professional learning fails to consistently produce transformations of teaching practice. In order to design professional development with science teachers that is generative of new knowledge, and is self-sustaining, we must understand how to build knowledge of how to problematize identities and consciously use social practice theory.  相似文献   

13.
This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be presented through three themes: ‘Naturally’ sporty bodies; Healthy bodies; and Embodied pedagogical practices. Our findings suggest that through the configurative function of narrative identity, participants merge lasting dispositions around embodied physicality with acquired dispositions around embodied health, fitness and pedagogical practices. In doing so, they locate themselves in a contemporary narrative of PE which reinforces assumptions that bodies, subjectivities and lives can be shaped so as to protect against risks associated with obesity.  相似文献   

14.
Faith Ringgold, best known for Tar Beach, her 1991 Caldecott award winning picturebook, has been addressing social issues in her art since the early 1960s. The purchase of her Tar Beach story quilt by the Guggenheim Museum demonstrates the acceptance of her fabric art by the fine arts community. An examination of the connections between Ringgold’s fabric art and picturebooks, including connections between themes, characters, narrative style and her use of visual elements, points to the conclusion that her quilts and picturebooks are related in their use of literary and fine art elements. Using Ringgold’s work as an example, this article supports the view that picturebooks should be considered a fine art form. Joyce Millman is an art teacher in the Philadelphia public schools and teaches in the Art Education Department at Moore College of Art and Design. As a teacher and former Philadelphia Writing Project Scholar, she continues to explore art and literacy.  相似文献   

15.
教师测评素养是教师教育和教师发展的重要组成部分。通过对国外有关教师测评素养研究文献的梳理和分析,其研究内容主要包括教师测评素养的构成、现状及培训需求、测量工具的开发和验证、测评素养发展途径和影响因素等。这些研究对我国开展教师测评素养相关研究有一定的参考价值,同时也启示我们可以在研究对象、研究方法和研究内容上进一步拓展,要基于我国国情,开展教师测评素养及其测量测量工具的本土化研究。  相似文献   

16.
Although primary teachers in the Republic of Ireland are generalist teachers, language teaching of both Irish and English, as well as the development of literacy skills across the curriculum is an integral part of their daily professional practice. This paper presents an analysis of the European Portfolio for Student Teachers of Languages (EPOSTL) with a view to considering its potential as a reflective tool in the initial primary teacher education (IPTE) in the Republic of Ireland. The creation and structure of the EPOSTL within a European language policy landscape is delineated, and thematic analysis is presented, focusing on three of the EPOSTL’s main theoretical and conceptual underpinnings: (a) teacher autonomy, (b) reflective practice and, (c) self-assessment. The role of primary teachers as language teachers within a new framework of plurilingualism is highlighted. In order to consider the suitability of the EPOSTL as a reflective tool in teacher education, IPTE educational policy documents are examined to uncover converging discourses with the underlying themes of the EPOSTL. The EPOSTL emerges as a good conceptual fit with IPTE policy. It presents as a reflective tool with the potential to promote a transformative and integrated approach to language teacher education in and across Institutes of Education at a time of sociolinguistic and curriculum change in Irish primary schools.  相似文献   

17.
Narratives have a unique ability to grant listeners emotional and cognitive space in a way that encourages them to choose how they will make sense of a story. This effect, called narrative distance, also has the potential to help create transformative learning experiences. This article is a qualitative research study of experts who regularly design for narrative distance. Six experts from a variety of fields were interviewed about the principles and practices of designing for narrative distance with the purpose of discovering ways that instructional designers can better facilitate transformative learning experiences. A variety of principles and practices on how to create narrative distance are categorized under four themes: cognitive space, emotional space, invite change, and meaningful content. General comments are also given on the application of these insights to instructional design along with further suggestions for research.  相似文献   

18.
ABSTRACT

This review aimed to illustrate the development in the teacher expectation literature and discuss the major avenues of research in the teacher expectation field from 1989 to 2018. Four analytical themes emerged from a narrative synthesis based on a systematic literature search: (1) influential factors on teacher expectations; (2) mediation mechanism of teacher expectations; (3) moderating factors of teacher expectation effects; (4) teacher expectation effects on student socio-psychological, behavioural, and achievement outcomes. On the whole, most studies confirmed earlier research findings regarding the 4 themes, although there were some studies that found results contradicting earlier work. In addition, new research topics and directions raised in the past 3 decades were identified in this review, especially regarding the mediation of teacher expectations and the socio-psychological and behavioural outcomes of the expectation effects. The review concludes with a set of recommendations for future research directions on teacher expectations.  相似文献   

19.
This article examines the ethnocinematic research project Cross-Marked: Sudanese Australian Young Women Talk Education, and its relationship to the evolving notion of public pedagogies. The project explores the potential of alternative pedagogies, which include popular culture, especially audiovisual forms, to engage teachers and learners with one another in collaborative pedagogical methods. The author's collaborative work with students from refugee backgrounds involves what Giroux calls a ‘spectrum of social practices’ utilising a variety of media platforms. This article draws from the lived experiences of one particular co-participant, Achol Baroch, and her 15 Sudanese Australian co-participants. Their experiences of secondary education are traced through this arts-based participatory project using the emerging practice of ethnocinema, a type of ethnographic documentary film which is generative, interculturally collaborative and aligned with the transformative goals of critical pedagogy.  相似文献   

20.
The research area of teacher narrative inquiry has identified links between the personal and professional identities of teachers. Although teacher narrative inquiry takes narrative texts as its data, insufficient attention has been given to the functions of narratives as forms of discourse that are utilized in the construction of identity. In the present study, the concept of narrative identity guided the analysis of a Chicana teacher’s personal experience narratives. The analysis of six narratives told during interviews conducted across a year’s time examined how the voices in the narratives, communicated through reported speech, represented the relational, discursive, and ideological social worlds within which the Chicana teacher’s occupational identity was shaped. The reported speech in the Chicana teacher’s narratives quoted the voices of significant Others, such as her family members and the parents of her students. The Chicana teacher’s narratives crafted her response to the tensions and challenges that these voices represented to her emerging occupational identity as a bilingual education teacher. In her narratives, the Chicana teacher also constructed continuity across the distinct phases of her occupational identity as a bilingual teacher that included transitions from college student, to novice bilingual teacher, to experienced bilingual teacher. René Galindo is an Associate Professor in the School of Education and Human Development at the University of Colorado at Denver and has a Ph.D. from The Ohio State University. His recent publications on language policy, bilingual education, and immigration politics have appeared in the Harvard Latino Law Review, The Journal of Latinos and Education, and Latino Studies.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号