The Edge of Messy: Interplays of Daily Storytelling and Grand Narratives in Teacher Learning

Autor/in	Selland, Makenzie K.
Titel	The Edge of Messy: Interplays of Daily Storytelling and Grand Narratives in Teacher Learning
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 3, S.244-261 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1205016
Schlagwörter	Story Telling; Personal Narratives; Student Teachers; Student Teacher Attitudes; Case Studies; Ethnography; Diaries; Teacher Educators; Teacher Education; Teacher Effectiveness; Correlation; College Faculty; Teaching Experience + Suchen Sie Ihr Suchwort? Erlebniserzählung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Case study; Fallstudie; Case Study; Ethnografie; Diary; Tagebuch; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Fakultät
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01