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ERIC Number: ED418968
Record Type: RIE
Publication Date: 1998-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
Narrative Practices: Portfolios in Teacher Education.
Freidus, Helen
This paper describes the experiences of student teachers and teacher educators at Bank Street College of Education, New York as they use the portfolio process to construct and reconstruct an educational vision through the telling and writing of stories. After describing the use of narrative research in teacher education, the paper explores the ways that story telling enables teachers to: (1) build and rebuild their educational vision out of their actual practice; (2) articulate and document what is personally and professionally meaningful; and (3) describe and analyze their classroom practices in light of their own stories, their mentors' and peers' stories, and stories of scholars in the field. The paper emphasizes the role of conversation in the story-telling process, explaining that conversations about portfolio construction help individuals to reflect and to know themselves more fully. The paper describes portfolio and narrative process, learning through narrative, and caveats regarding narrative practice. Overall, students at Bank Street College demonstrated that the telling of stories and related conversations led them to recognize the importance of articulating their practices and the beliefs behind them. (Contains 15 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Bank Street College of Education NY; Conversation; Reflective Thinking
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).