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ERIC Number: EJ832892
Record Type: Journal
Publication Date: 2007-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-1683-1381
Seeing Shadows in New Light: A Procatalepsis on Narrative Inquiry as Professional Development
Sameshima, Pauline
New Horizons in Education, v55 n3 p10-21 Dec 2007
Background: Cole and Knowles (2000) suggest that making sense of experiences and understanding personal-professional connections are the essence of professional development. These researchers posit that through personal life-history exploration, teachers make known implicit theories, values, and beliefs that underpin teaching and being a teacher. The teacher identities one aligns self to, and creates through experience, influences how one approaches teaching. Ayers (1988) believes educators hold a particular responsibility for self-awareness, clarity, and integrity because they are in powerful positions to witness, influence, and shepherd the choices of others. Aims: This paper supports the research practice of narrative inquiry to catalyze re-conceptualist curriculum perspectives--a thinking about not only the official curriculum, but also the hidden curriculum, which includes thinking deeply about epistemological and socio-cultural perspectives in relation to teaching. The paper aims to challenge conformist teacher identities and suggests that narrative inquiry, as an artful means to seek personal teacher identity, leads to profound professional development and deeper engagement with the curriculum. Suggestions: The author supports and provides examples of the practice of narrative inquiry within a teaching praxis based on 1) a dynamic curriculum of currere following the work of Pinar and Grumet (1976), Irwin (2003, 2004), and Daignault (1989, 1992); and 2)a pedagogy of parallax by Sameshima (2007a). Conclusion: The practice of writing inquiry to better understand self-in-relation and to develop an embodied, renewed, committed, and authentic engagement with the curriculum enables teachers to ford stronger connections between students and curriculum, students and teacher, and teacher with curriculum. These connections have the potential to increase student achievement and decrease teacher attrition rates. (Contains 1 footnote.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A