ERIC Number: ED340672
Record Type: Non-Journal
Publication Date: 1991-Aug
Teachers as Unexplored Persons; Pre-service Teachers' Narratives, Diaries and Field Notes.
This paper starts with assumptions about the contested nature of teacher training and supports the view that learning about teaching is a dialogical process facilitated by social interaction. The development of "reflective intervention" gives prominence to narrative modes of cognition as tutors and students identify private "theories" and reconstruct experiences and attempt to link these to public theories. Such reconstructions can reveal unexplored aspects of the person when faced with conflict and stress. Experience with teachers' narratives suggests the need for a careful plan in which the accounts of school experiences are positioned within a supportive structure. Issues relating to tutors' skills in "reading" student accounts are considered and a plea is made for reflective space in crowded training programs. (Author/IAH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A