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ERIC Number: ED461637
Record Type: Non-Journal
Publication Date: 2001-Nov-1
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Interpreting Teachers' Stories To Inform Teacher Education Practices: A Review of the Literature.
Good, Jennifer; Weaver, Andrew
It is a challenge in areas of teacher education to find relative and meaningful classroom methods to teach educational theories and practices. Often, when preservice and inservice teachers are presented with educational theory, they resist absorbing its value because of disconnection with their personal experiences. Specifically, public theory does not always take into account the private individual and the individual's life events that influence the manner in which theories are digested and accepted. In order to combat this dilemma, researchers suggest the adaptation of teachers' stories or personal history methodologies within teacher education programs. Personal history methodologies possess many advantages: they offer teachers a voice in their education; they validate and legitimize their experiences; they provide an opportunity for differentiated instruction; and they offer an opportunity for reflection. Although the personal history has many advantages to teacher educators and students, researchers also warn of their limitations and suggest pedagogical approaches that can counter these confines. Just as personal history methodologies have been initiated within preservice education program, so too should they be adapted for inservice education so that teachers can reap the benefits of this instructional approach in order to inform and analyze their teaching practices. (Contains 17 references.) (Author/SM)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A