ERIC Number: ED531342
Record Type: Non-Journal
Publication Date: 2012
Reference Count: 0
Becoming a Teacher: Using Narrative as Reflective Practice. A Cross-Disciplinary Approach. Counterpoints: Studies in the Postmodern Theory of Education. Volume 411
Blake, Robert W., Jr., Ed.; Blake, Brett Elizabeth, Ed.
Peter Lang New York
"Becoming a Teacher" revisits the concept of Teacher Lore (Schubert and Ayers, 1992), by providing a cross-disciplinary approach linking elements of narrative theory to all aspects of pre- and in-service teaching. In essence, it embraces the notion that what teachers say matters. The rationale behind this text is the idea that narrative can not only be a conceptual lens through which a particular discipline can be re-examined, but also an aid to help preservice teachers understand the potential importance of personal experience and reflective ways of knowing as they learn to become teachers. In addition, this book serves as a reminder to those individuals in teacher education that the very mandates that control so much of their curricula, funding, and publishing decisions can be reconstructed to reflect what they know is good teaching--and what they know works, in spite of standardized testing and accountability measures that declare the opposite. Contents include: (1) Foreword: More Teacher Lore (William Schubert); (2) Introduction: What Are Narratives and Why Use Them in Teacher Education? (Robert W. Blake Jr. and Brett Elizabeth Blake); (3) Tell Me a Story: The Forms and Uses of Narrative (Robert W. Blake Sr.); (4) Developing a Sense of Becoming a Special Educator (Darlene Fewster); (5) The Shallow End Is Boring: Getting Science Back into the Elementary Classroom (Robert W. Blake Jr.); (6) The Arts in School Counseling Education (Helen M. Garinger); (7) Digital Narratives by Digital Natives: Online Inquiry and Reflective Practices in a Third Space (Sandra Schamroth Abrams); (8) Learning With Middle-Grade Students: Narrative Inquiry and Reader Response in the Classroom (Mary Beth Schaefer); (9) Critical Incidents in Social Foundations: Reflecting on Theory, Connecting to Practice (Julie H. Carter); (10) Early Childhood Collaborations: Learning from Migrant Families and Children (Elizabeth P. Quintero); (11) Who Am I? Urban (ELL) Teachers and Students Create Narratives and Professional Stance Through Cultural Texts (Brett Elizabeth Blake); and (12) Afterword: Telling Stories out of School (William Ayers).
Descriptors: Reflective Teaching, Preservice Teacher Education, Story Telling, Special Education Teachers, Elementary School Science, School Counseling, Counselor Training, Art, Middle School Students, Inquiry, Reader Response, Theory Practice Relationship, Early Childhood Education, Migrants, Urban Teaching, English (Second Language), Second Language Learning, Interdisciplinary Approach
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Higher Education; Junior High Schools; Middle Schools; Postsecondary Education
Authoring Institution: N/A