ERIC Number: ED419796
Record Type: RIE
Publication Date: 1998-Apr-16
Looking at the Overlooked: A Narrative Analysis of How Teachers Combine Personal & Professional Knowledge.
This study examined what teachers accomplish in their everyday roles as storytellers, highlighting oral performances of ordinary teachers in their classrooms. The study occurred in a midwestern secondary school during 1991-1992. Three white male social studies teachers participated. The researcher conducted 14 months of participant observation, supplemented by semistructured interviews, within the school and community. The researcher attended classes several times each week, chatted with teachers and students informally, ate with students, participated in students' extracurricular activities and teachers' meetings, and kept detailed notes. Class periods were audiotaped and/or videotaped. The researcher coded information from narratives that were told and created narrative analyses of the teachers' history lectures and the history students' stories. Results indicated that the oralized history, which is generally ignored in discussions of teachers and teaching, is a far richer, more used type of history than test history and textbook history which is usually emphasized. Students remembered and enjoyed the communication process and the examples of the teachers making history a subjective, relevant source for use in everyday life. Teachers told complex stories, and students could recognize the value of such stories and the diverse viewpoints represented in them, as well as tell similar stories outside of class. Students were not given much opportunity to practice telling such stories as part of their formal education. (Contains 35 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).