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ERIC Number: EJ1158264
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2159-1474
Dialogic Ground: The Use of "Teaching Dilemmas" with Prospective Teachers
Hallman, Heidi; Deufel, Thompson
Journal of Inquiry and Action in Education, v9 n1 p77-90 2017
This article describes a method of storytelling that can assist novice teachers in moving toward "re-seeing" their stories of teaching not just as narratives of experience, but as sites for work to be done. The assignment novice teachers undertook as part of a methods class in the teaching of English language arts has the potential to be a catalyst for problem solving and decision making as teachers. We argue that telling one's teaching stories in such a fashion helps novice teachers discover the layered and context-specific nature of schools and classrooms, as well as assists them in moving toward envisioning multiple possible solutions to the challenges they face in the classroom. Also, through this assignment, novice teachers were able to forge new understandings or build on ones already held by interacting with their peers about the dilemmas they faced as teachers.
Buffalo State College School of Education. 1300 Elmwood Avenue Bacon Hall 306, Buffalo, NY 14214. Tel: 716-878-4214; Fax: 716-878-5301; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A