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ERIC Number: ED424214
Record Type: Non-Journal
Publication Date: 1998-Oct-17
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Classroom-Based Narratives: Teachers Reflecting on Their Own Teaching Stories. A New Page in the Story of Success...A New Chapter in the Life of Hope.
Riggs, Ernestine; Serafin, Ana Gil
This article focuses on classroom-based narratives that reflect how a convenience sample of 25 graduate students, who were also practicing teachers, wrote about and utilized the real-life events and experiences of their students to help them become instructional explorers and effective problem solvers. The narratives had to be a depiction of actual events that occurred in instructional practice and had to reflect the reality of classroom practices. They also had to provide for multiple perspectives and levels of self-analysis. In the narratives, the teachers functioned as freelance writers, attempting to better understand and cope with the challenges of teaching in a large, urban school district. The study showed that three kinds of influences defined the environment in which classroom-based narratives dominated the scenario (extrinsic, intrinsic, and individual values and beliefs). The case studies and self-reflections helped the teachers analyze their beliefs and demonstrated how thinking about and reflecting on instructional approaches could result in changed paradigms and improved teaching. (Contains 12 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