10 SES 06 B, Narrative and Visual Methods in Teacher Education Research
This paper fits into the framework of a research project about the experience-led knowledge of primary school teachers that seeks to think about their contributions to initial teacher education (EDU2011-29732-C02-01. Ministry of Economy and Competitiveness. Spain). The project combines the self-inquiry of the members of the research team of their practices and experiences in initial teacher education, with studies with teachers about their experience-led knowledge. The reason for this combination is to give shape to the knowledge that we generate from our studies with teachers, stemming from a concern for the educative knowledge that might be necessary for teacher education. It is a narrative research that allows us, first, to look at educational experience through a narrative approach; second, to study experience-led knowledge as a narrative knowledge, and, finally, leads us to the production of narratives as a way of knowing that is potentially formative for future teachers.
The pedagogical knowledge of teachers does not have the same characteristics as theoretical knowledge, given that it brings together aspects of educational knowing, doing and being that are difficult to formalize in terms of academic knowledge (Clandinin, 1985; Clandinin et al. 1993; Elbaz, 2005; Korthagen, 2010; Tardif, 2004; Van Manen and Li, 2002). As a way of knowing, it is not exactly a group of items of knowledge, because it is a knowledge linked to living that is not easily separated from this living. The knowledge of teachers that conserves the qualities of experience (that is, that which asks questions about what is happening and about the mystery of the other; see Gadamer, 1977; Jay, 2005; Contreras and Pérez de Lara, 2010), has to do with what we recognise as wisdom: it shows the complexity and subtlety of the multiple dimensions of embodied pedagogical knowledge (Biesta, 2012). What this experience-led knowledge has to teach us cannot be reduced to a single clear message, but rather has multiple layers and different readings. At the same time as it shows a way of doing in practice, it allows for the understanding of an educational endeavour as something more complex than a collection of methodological instructions.
How to bring this meaning of knowledge to teacher education? How to show it or communicate it? How to do it when to educate in experience-led knowledge is not simply a new content but rather a way of cultivating the qualities of experience and educative wisdom through the process of teacher education?
The narrative perspective provides us with guidance in answering these questions. Experience-led knowledge can be understood narratively, given that it is generated and recreated in a relationship of thinking about the life being lived (Clandinin and Connelly, 2000; Clandinin, 2013; Xu and Connelly, 2010). Narrative research supposes a telling and retelling of what is lived, and this retelling allows us to find new ways of relating to that which is lived.
To narrate implies to tell stories in which the plot (Ricoeur, 1984) is brought together, episodes which combine different levels of significance and meaning and which lend themselves to diverse interpretations. To narrate puts into play subjective experiences and processes, which also generate subjective relationships and processes in the person receiving or hearing the story. Because of this, the stories offer a formative potential, given that they set off processes of subjectification in the receiver (McEwan & Egan, 1995).
In this paper we want to look more closely at these aspects, showing the ways that we are carrying out our studies with educators as a way of exploring experience-led knowledge and of going deeper into them as narratives.
Biesta, Gert (2012) “The future of teacher education: Evidence, competence or wisdom?” RoSE - Research on Steiner Education, 3:1, 8-21. Bochner, Arthur P. (2000) “Criteria Against Ourselves”. Qualitative Inquiry, 6:2, 266-272. Bochner, Arthur P. (2012) “On first-person narrative scholarship”. Narrative Inquiry, 22:1, 155-164. Bruner, Jerome (2002). Making stories. Law, Literature, Life. New York: Farrar, Straus and Giroux. Clandinin, D. Jean (1985) “Personal Practical Knowledge: A study of teachers’ classroom images”. Curriculum Inquiry, 15:4, 361-385. Clandinin, D. Jean (2013) Engaging in Narrative Inquiry, Walnut Creek, Cal.: Left Coast Press. Clandinin, D. Jean & Connelly, F. Michael (2000). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass. Clandinin, D. Jean, et al. (eds.) (1993) Learning to Teach, Teaching to Learn. New York: Teachers College Press. Contreras, José & Pérez de Lara, Nuria (Comps.) (2010) Investigar la experiencia educativa. Madrid: Morata. Elbaz-Luwisch, Freema (2005) Teachers’ Voices. Stoytelling and Possibility. Greenwich, CT (EUA): Information Age Publishing. Gadamer, Hans-Georg (1977) Verdad y método. Salamanca: Sígueme (Wahrheit und Methode. Tubingen: J.C.B. Mohr, 19754). Greene, Maxine (1995) Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass. Jay, Martin (2005) Songs of Experience. Berkeley: University of California Press. Korthagen, Fred A. J.(2010) 'How teacher education can make a difference', Journal of Education for Teaching, 36:4, 407-423. McEwan, Hunter & Egan, Kieran (Eds.), Narrative in Teaching, Learning, and Research (pp. 166-183). New York: Teachers College Press. Ricoeur, Paul (1984) Time and Narrative. Chicago: University of Chicago Press. Tardif, Maurice (2004) Los saberes del docente y su desarrollo profesional. Madrid: Narcea. Van Manen, Max (2003) Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. London, Ontario: The Althouse Press & New York: SUNY Press. Van Manen, Max & Li, Shuying (2002) “The pathic principle of pedagogical language”. Teaching and Teacher Education, 18:2, 215-224. Xu, Shijing and Connelly, Michael (2010) “Narrative inquiry for school-based research”. Narrative Inquiry, 20:2, 349-370.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.