Session Information
10 SES 13 A, Developing New Epistemologies for Strengthening the Moral Bases of Academic Practices for Social Wellbeing
Symposium
Contribution
During the last twenty years action research and narrative inquiry have been accepted as primary media for reflective practice and professional development. As such, they have become integral parts of academic teacher education programs for pre- and inservice teachers. This study focuses on a postgraduate program on learning and instruction in which teacher action research is a major academic requirement. It provides examples that illustrate how through this routine task, teachers learn to write powerful stories about their own quests for self-discovery. By providing answers to questions such as "What is my concern?" "Why am I concerned?" "What can I do about it?" etc. (McNiff, 2003), teachers don't only research their practice, but also construct powerful narratives about problematic teaching situations. This study is an analysis of several such stories. It shows that these accounts are primarily about the teachers' identity, about values and why they are important for their lives as well as about how they attempt to organize their professional lives according to these values. They also provide analyses of relationships and how they evolve in ways that unfold new understandings about the intentions and actions of significant others and about what the teacher can learn from them.
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