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ERIC Number: ED424900
Record Type: Non-Journal
Publication Date: 1996-Jul
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Stories of Experience: Professional Development for Teachers.
Patterson, Catherine; Fleet, Alma
Within teacher education programs, stories of professional practice are increasingly recognized as a powerful tool for developing understanding and critical thinking. This project involved the development of a series of case stories based on the work of early childhood teachers and examined the use of stories by experienced teachers to enable them to find their own voice through writing. Experienced teachers were recruited to participate in a series of three workshops designed to enable teachers to write stories of their teaching experiences. The first workshop was devoted to sharing ideas about stories and writing first drafts. The second workshop focused on story revision. The third workshop was devoted to sharing the final copy of stories and to a participants' celebration. Participating were 15 early childhood teachers. Findings indicated that teachers wrote about staff communications, teacher-parent relationships, challenging children, interesting curricula, and programming decisions. Personal professional writing was used as a vehicle for participating teachers to learn, to review their previous learning, and to consider future decision-making. The small number of participants might be attributed to lack of time in teachers' busy schedules or lack of experience in writing to debrief a distressing or problematic incident. Because reflective story writing of professional practice was found to be satisfying for those who attempt it, it is important to find ways to encourage it in others, such as finding opportunities to share teachers' stories with colleagues and students and promoting reflective writing groups. (Contains 21 references.) (KB)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A