ERIC Number: ED334174
Record Type: RIE
Publication Date: 1991
Narrative Analysis in Literacy Education: A Story of Changing Classroom Practices. Research Series No. 202.
With the historical difficulty of changing classroom practices as background, this paper represents a teacher educator's critical investigation of the outcomes of her own instructional practices. Grounded in critical feminist theory, the narrative inquiry critiques epistemological stances taken over 4 years by a literacy educator for elementary teachers. The narrative describes various paradigm shifts which led to new perspectives on the researcher's sense of responsibility as a teacher educator. It tells the story of how she began her work with a sense of instructional responsibility to develop subject or content expertise in teachers, then how she reframed her responsibility in terms of influencing a transfer of that expertise to children. Continued research into new teachers' efforts to change or adapt to existing classroom practices after they had left the teacher education program led to the final paradigm shift. The conclusion of the narrative describes how the teacher educator's investigations into her own practices changed her sense of responsibility from one of cognitive change in new teachers to epistemological change. A discussion of case examples within each paradigm, their respective outcomes on changing new teachers' classroom practices, and lessons that the teacher educator learned in the analysis are included. (Author/AMH)
Descriptors: Classroom Techniques, Educational Change, Elementary Education, Epistemology, Feminism, Higher Education, Methods Courses, Models, Personal Narratives, Reading Instruction, Research Methodology, Teacher Educator Education, Teacher Responsibility, Teaching Methods, Theory Practice Relationship
Institute for Research on Teaching, College of Education, Michigan State University, East Lansing, MI 48824-1034 ($3.00).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Grant or Contract Numbers: N/A