NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1101393
Record Type: Journal
Publication Date: 2016-May-16
Pages: 31
Abstractor: As Provided
ISSN: EISSN-1529-8094
Multimodal Narrative Inquiry: Six Teacher Candidates Respond
Morawski, Cynthia M.; Rottmann, Jennifer
International Journal of Education & the Arts, v17 n14 May 2016
In this paper we present findings of a study on the implementation of a multimodal teacher narrative inquiry component, theoretically grounded by Rosenblatt's theory of transaction analysis, methodologically supported by action research and practically enacted by narrative inquiry and multimodal learning. In particular, the component offered teacher candidates a variety of multimodal activities, such as teacher body biographies, teaching museum and metaphor medley, all of which encouraged them to inquire into their teacher narratives both aesthetically and efferently. Portfolios consisting of resolution scrapbooks and reflective journals offered places to archive working material emanating from the teacher candidates' responses to the activities. A close reading of journal entries, the resolution scrapbooks, and the written transcripts of a focus group indicated that the teachers not only gained insight into their own narratives, but they also added to their repertoires of teaching. At the same time, we acquired valuable information on future implementations.
International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A