ERIC Number: ED362473
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Writing To Reclaim Self: The Use of Narrative in Teacher Education.
Diamond, C. T. Patrick
This paper explores the idea that writing and reading, the creation and interpretation of text, provide a model for the study of teacher education and research. It examines the development of one teacher educator who creates a community of third- and first-person voices through the re-examination of one of his published papers. Reflective writing and dialoguing with others are seen as helping individuals become more aware of their life histories and the influences that have shaped their thinking. Self-reflexive and reflective writing complements one's published, formal writing to produce a series of both academic and personal voices that go beyond existing levels of development. Reflective writing strategies are felt to serve the educational function of transformation of perspective. Gaining perspective on self and becoming aware of the possibilities that are within and without bring individuals closer to melding their authentic voices. In this way, it is proposed that teacher education can be refigured as inquiry through self-research. (Contains 25 references.) (JDD)
Descriptors: College Faculty, Conceptual Tempo, Educational Research, Faculty Development, Foreign Countries, Higher Education, Individual Development, Inquiry, Metacognition, Models, Personal Narratives, Self Evaluation (Individuals), Teacher Education, Teacher Educators, Writing for Publication, Writing Strategies
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reflective Writing
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).