NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ886711
Record Type: Journal
Publication Date: 2010-Aug
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0742-051X
Writing and Becoming [a Teacher]: Teacher Candidates' Literacy Narratives over Four Years
Parker, Darlene Ciuffetelli
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n6 p1249-1260 Aug 2010
This paper explores narrative inquiry practices in pre-service teacher education program. Written dialogue by teacher candidates provided deep and long term reflection during a 5-year initial teacher education program. This 4-year longitudinal study with 30 teacher candidate participants considers participants' knowledge formation in becoming teachers, through writing and sharing of letters (with peers) of personal lived educational experiences, and personal stories of theory related to learning, teaching, and teaching practice over a significant period of time. The study discusses letter writing as a narrative inquiry practice in teacher education programs and implications of pre-service letter writing over a significant amount of time.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A