Session Information
Contribution
In our paper we explore a methodology that focuses on the introduction of narratives - imaginative literature - in teacher training. From a theoretical perspective we analyse the 'contested quality' of the narrative in qualitative research in general and the curriculum of teacher training in particular.This perspective is inspired by the cultural and narrative turn in the humanities and social sciences (Gough 2003).In our research and educational project we introduce narratives as basis for reflection about major issues in the teaching profession. Therefore we collected materials from novels in which teachers play a major role.We will present our anthology and analyse different examples relating the narrative with practical and theoretical aspects which can be discussed in teacher training. Case study: our students in teacher training were invited to read a major novel about a teacher (Teacher Man by Frank McCourt) and comment on major scenes. These comments were discussed face-to-face and in on on-line environment.- A literary review on the use of narrative in the curriculum. - An analysis of narratives described as 'teacher novels'.- A description of an educational project (based on the former steps)- An analysis of the assignments, the on-line and face-fo-face discussions.From a methodological perspective we introduce discourse analysis (Gee 1996) and narratalogy (Bruner 1994) in general and 'interpretative repertoires' (Potter & Wetherell 1992) and 'metaphor' (Lakoff & Johnson 1980)) as research tools in particular.Using fiction in teacher education classrooms as a resource for reflecting about teaching and the teaching profession offers an opportunity for imaginative engagement, perhaps even empathy in the ways that theoretical textbooks do not provide.Bruner, J. (1994). 'Life as narrative', in: A. H. Dyson & C. Genishi (eds.) (1994). The need for story: Cultural diversity in classroom and community. Urbana, IL: National Council of Teachers of English, p. 28-37. Gee, J. P. (1996). Social Linguistics and Literacies: Ideology in Discourses. London: Taylor & Francis Gough, N.P. (2003). Intertextual turns in curriculum inquiry: fictions, diffractions and deconstructions. (http://tux.lib.deakin.edu.au/adt-VDU/uploads/approved/adt-VDU20040517.163306/public/01front.pdf) Lakoff, G & M. Johnson (1980). Metaphors we live by. Chicago, London: The University of Chicago Press. Frank McCourt (2005). Teacher Man: A Memoir. New York: Harper Collins Publishers. Potter. J. & Wetherell M. (1992). Mapping the language of racism : discourse and the legitimation of exploitation. London: Harvester Wheatsheaf. N.B. In the case of acceptance, delegates are required to provide a written text, summary or other documentation of their presentation at the conference. Please give one copy of your written summary to the Chairperson or Convenor of your session.
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