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ERIC Number: ED457144
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 24
Abstractor: N/A
Reference Count: N/A
Passing the Torch: Developing Students' Professional Identity through Connected Narratives.
Mello, Robin A.
This study examined the effect of personal narratives on preservice teachers' professional identity development, describing the University of Wisconsin-Whitewater preservice program and discussing how one professor used life stories in conjunction with prepracticum experiences to enhance students' perceptions about the teaching profession. Students in an observation and participation (O&P) course worked as participant observers and/or paraprofessionals within urban classrooms. They attended a series of on-campus seminars that encouraged understanding of pedagogy and practice by exploring experiences in the field. An examination of their professional growth during their O&P experience highlighted the use of personal narratives as an instructional method which encouraged praxis and reflection. Data comes from an ongoing study about the impact of block pedagogy, instruction, and design on students' beliefs, perceptions, and professional readiness. Overall, using reflective narratives as texts caused students to think more deeply and realistically about their newly chosen profession and to adjust their initial beliefs and assumptions about teachers' roles in the classroom. As a result, students' perceptions of teachers and teaching became more inclusive and realistic, with students more prepared to face the challenges of real classrooms and real students. Teaching stories are appended. (Contains 26 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