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英文第一辑:Narrative Inquiry
来源:教育科学研究院  发布时间:2013-01-24 20:10:10  点击:131

1. Narratives of Learning to Teach : Taking on Professional Identities

Author(s): Katherine Schultz and Sharon M. Ravitch

Source: Journal of Teacher Education, 64(1) 35–46, 2013

Abstract: This article examines the writing of new teachers in two different pathways into teaching—a university-based teacher education program and an alternative certification program. The teachers were members of a Narrative Writing Group formed by the authors to study how teachers construct a professional identity, to further understand the role of narrative and inquiry in teacher learning, and to add to conversations about the design of teacher preparation programs. An analysis of the teachers’ narratives reveals that their professional identities were shaped by their membership in a range of knowledge communities, including the Narrative Writing Group and also their schools, network of friends, and the preparation programs. The narratives of professional identity development were shaped in relationship to other people, including mentor teachers and students. Knowledge and perspectives from this writing provide critical understandings about the importance of addressing teaching as professional practice that have the potential to shape the current conversation about teacher preparation.

 

2. The Transforming Power of Narrative in Teacher

Author(s): Chan, Esther Yim-mei

Source: Australian Journal of Teacher Education, v37 n3 p111-127, Mar 2012

Abstract: The focus of this study is to examine pre-service teachers' experiences of learning through narrative inquiry that gives insight into how teachers' development and knowledge construction can be improved. The article begins by inquiring into the learning culture in the Hong Kong context and explaining how the examination system affects knowledge construction. Then it discusses the use of narrative curricula to promote students' thinking and self-reflection. A case, explored through a teacher educator's interpretations of experience, is presented to demonstrate how narrative inquiry is able to change the learning habits of pre-service teachers and what it can do to transform them into active learners. This article argues that narrative inquiry method with its constructivist stance, offering opportunities for students to make sense from their past experiences can facilitate change and learning

   

3. Negotiating Narrative Inquiries: Living in a Tension-Filled Midst
Author(s): Clandinin, D. Jean Murphy, M. Shaun Huber, Janice Orr, Anne Murray
Source: The Journal of Educational Research, Vol 103(2), Special issue: Narrative inquiry. pp. 81-90, 
              Nov, 2009.
Abstract: The authors explore the place of tension in understanding narrative inquiry as a relational research methodology. Drawing on a narrative inquiry into children’s, teachers’, and families’ experiences in schools shaped by achievement testing practices that flow from accountability policies, the authors show how attending to tensions is central to the relational aspects of composing field texts as well as writing interim and final research texts. Through a fictionalized interim research text, the authors make visible the centrality of relational narrative ethics as we live in the midst of tensions. Finally, the authors offer a starting point for considering the dangers of counterstories as we work with participants and attend to tensions.
 
 
4.Understanding narrative relations in teacher education

Author(s): Michelle Forrest, Terrah Keener & Mary Jane Harkins

Source: Asia-Pacific Journal of Teacher Education, Volume 38, Issue 2, pages 87-101, 2010

Abstract: The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics.


 

5. Postcolonial Narratives: Discourse and Epistemological Spaces

Author(s): Lisa Cary, Kagendo Mutua Mutua

Source: Journal of Curriculum Theorizing, Volume 26, Number 2, Pages 62-77, 2010

Abstract: By bringing together critical discourse analysis of personal narratives and postcolonial theory, this work addresses other ways of knowing in the academy and provides different lenses of discourse analysis. Specifically, this paper presents two narratives from international faculty in the U.S. academy. Drawing upon work by Phillion (2002) and He (2002), we use our narratives to enter into a discussion of how we have attempted to successfully negotiate the academy and also attempt to maintain our own postcolonial identities. To this end, we also used the lens of postcolonial theory to analyze our narratives and frame our discussions. We explore the im/possible spaces that our deterritorialized consciousness' inhabit and roam by revealing the epistemological spaces discursively produced within/against the U.S. academy (Fairclough, 1995; Foucault, 1977). Further, we explore how our intellectual neo-nomadism allows us to be simultaneously aware of, yet free from boundaries, whilst remaining conscious of the "ideological aggressivity" (MacCannell, 1994) of knowledge production for the U.S. academy. In conclusion, we suggest that the field might benefit from 'hearing' such narratives, complicated by an added layer of theory, to increase the understanding of the study of discourse and the academy.

 

6. Choreography of a Homecoming: A Narrative Exploration of Cross-Cultural Experience in Third Place/Space

Author(s): Alison Crump

Source: Journal of Curriculum Theorizing, Volume 26, Number 2, Pages 78-89, 2010

Abstract: This article recounts a curricular journey that walks me from childhood to adulthood.  As I pull memories forward, I seek to understand how my conception of culture drew me towards the cross-cultural experience of teaching English in Japan. Interweaving Grandpa Stories, feminist discourse, and narratives of arrival and entrance into a new cultural landscape, I explore the ever-changing relationship between my inner and outer cultures.  I find that the words of my outer culture do not fit my inner experiences. This tension is critically explored within a third place/ space theoretical framework that invites both security and freedom. By dwelling in a third place/ space, I become the author of my own words and I discover a home for my cross-cultural self. 

 

7. How teachers express their knowledge through narrative

Author(s): María Clemente, Elena Ramírez

Source: Teaching and Teacher Education, Volume 24, Issue 5, Pages 1244-1258, July 2008,

Abstract: The study we carried out deals with how teachers express their practical knowledge. The main objective was to classify how it is expressed, so that we can see its components, its limits, and how close it is to theoretical knowledge, understanding as such that which is based on research and aimed at explaining phenomena by looking for regular features.

As methodology we used the teachers’ oral accounts, because we think that this type of narrative can be a fundamental source for learning about educational practice. It allows us not only to compare the discourse of different teachers, but also to gather different voices that share the practice of teaching the same content.

The study was made with kindergarten and primary school teachers from seven schools in Salamanca (Spain), who were asked to narrate everything they did to teach reading. Among the results it should be noted that this is highly descriptive knowledge, based on the illustration and description of the activities carried out in classrooms.

 

8. Narrative, diversity, and teacher education

Author(s): JoAnn Phillion, F.Michael Connelly

Source: Teaching and Teacher Education, Volume 20, Issue 5, Pages 457–471, July 2004

Abstract: This paper explores a narrative approach to diversity in teacher education. One story is presented, initially without context; as layers of context are added additional possible readings of the story are suggested. A second story is contrasted with the first by using a three-dimensional space—temporal, interactional and in-place—to provide context for the stories. Using the framework the stories are analyzed and a distinction is made between “teacher knowledge” and “knowledge for teachers”. The resulting implications for teaching about diversity in preservice teacher education are explored.

 

9. Storied lived on Storied landscapes Ten Years Later
Author(s): D. Jean Clandinin
Source:Curriculum & Teaching Dialogue. Vol. 4 Issue 1, p1. 4p, 2002
Abstract: This paper discusses the development our (Clandinin and Connelly) work over the past ten years, from focusing on teacher knowledge ad personal practical knowledge to focusing on the stories teachers live by. This concept of “stories to live by” is given meaning by narrative understandings of knowledge and context. Working alongside teachers and principals, we wrote of their, and our, experience of the professional knowledge landscapes as a place shaped by a sacred story of theory-driven practice and as filled with stories of school and teachers. New work involves the stories of children and their families and how these shape and are shaped by teachers’ and principals’ stories and the school’s professional knowledge landscape.

 

10. Teacher reflection narratives: a poststructural approach

Author(s): Johnson, Greer

Source: Journal of Education for Teaching, Vol. 27(2), pp. 199-200, 2001

Abstract: Suggests that teacher research based on narrative inquiry must question the truth of teacher narratives and seek multiple critical readings from varied analytic approaches. Research on Australian preservice teachers' visual and written narratives (picture books) about different aspects of their professional practice indicates that this method is a viable alternative to written and spoken narratives when reflecting on professional matters.