Autobiographical Reflections for Teacher Professional Learning

Autor/in	Choi, Tat Heung
Titel	Autobiographical Reflections for Teacher Professional Learning
Quelle	In: Professional Development in Education, 39 (2013) 5, S.822-840 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2012.737355
Schlagwörter	Foreign Countries; Faculty Development; Teacher Competencies; Theory Practice Relationship; Teacher Education; Autobiographies; Personal Narratives; Reflection; Self Expression; Case Studies; Secondary School Teachers; English Teachers; English (Second Language); Reflective Teaching + Suchen Sie Ihr Suchwort? Ausland; Lehrkunst; Theorie-Praxis-Beziehung; Lehrerausbildung; Lehrerbildung; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Ausdruck; Case study; Fallstudie; Case Study; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This article is based on the principle that teacher development is a life-long process when seeking to develop professional competencies. With the changing views of teacher education as background, the benefits to teachers associated with practice-oriented knowledge are predicated on a measure of empowerment through narration, self-expression and reflection. A life-story may represent the outward articulation of a teacher's inner scrutiny, and demonstrate the "we-experience" of a professional learning community arising out of its social structures and processes. Using autobiography as pedagogy, the article focuses on what a particular teacher's narrative is expressing, how it is demonstrating that belief or life value, and why this process is worthwhile for professional learning. Such an autobiographical approach to "learning to teach" is itself one response challenging the traditional theories of teacher knowledge within the theory-practice dichotomy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10