Listening to Many Voices: Teachers Exploring Identity, Art and Narrative in a Personal Storytelling Workshop

Autor/in	Blei, Micaela
Titel	Listening to Many Voices: Teachers Exploring Identity, Art and Narrative in a Personal Storytelling Workshop
Quelle	(2018), (262 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New York University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4385-3136-9
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Secondary School Teachers; Faculty Development; Workshops; Story Telling; Art Activities; Professional Identity; Program Effectiveness; Feedback (Response); Identification (Psychology); Peer Evaluation; Teacher Collaboration; Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernwerkstatt; Schulung; Künstlerische Tätigkeit; Lehrerkooperation; Erfahrung
Abstract	Researchers and policy makers alike have acknowledged the need for teachers to reflect on experience and to experience agency in and out of the classroom (Beauchamp, 2015; Chen et al., 2012; Elbaz-Lewisch, 2010). In order to contribute to discussions of innovative strategies of teacher development, this interpretive case study explored the experiences of in-service K-12 teachers in an arts-based, personal narrative performance workshop. Research questions included: How do participants in a storytelling workshop describe the process of choosing, crafting and performing personal stories? What stories do teachers choose to tell and how does this relate to the process of negotiating identity and experience? How, if at all, can a PNP workshop contribute to the personal and professional development of teachers? In the research workshop, using a workshop structure that was developed over several years for The Moth's Education Program, participants chose their own personal stories to tell, helped one another craft stories by giving directed feedback, and finally performed for friends and family. The study describes ways that participants explored their personal and professional identities, negotiated boundaries around what to tell and when, experienced peer review and collaboration, and used storytelling craft to process personal experience. The study uses data from workshops, field notes, journals and interviews with participants. Using an interpretive framework based on theories of narrative identity and holistic narrative analysis (Spector-Mersel, 2011), this study examines both dynamics in the workshop, as participants built an emergent aesthetics of storytelling, and the individual process of claiming identity through stories. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01