ERIC Number: EJ893370
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
Reference Count: 28
Reflection through Narrative: The Power of Narrative Inquiry in Early Childhood Teacher Education
Meier, Daniel R.; Stremmel, Andrew J.
Journal of Early Childhood Teacher Education, v31 n3 p249-257 2010
This article discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education. The article provides an overview of essential forms and functions of narrative, paying particular attention to the contributions of narrative inquiry, which is a research framework rarely applied to early childhood education. In this discussion, we provide illustrative examples of our teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level. These narrative-in-action examples are drawn from the second author's inquiry collaboration with teachers in the rural Midwest and the first author's teaching of an MA level course on narrative inquiry and memoir in a metropolitan area in northern California.
Descriptors: Early Childhood Education, Young Children, Teacher Researchers, Inquiry, Personal Narratives, Graduate Study, Teacher Collaboration, Photography, Writing (Composition), Reading, Childrens Literature, Preschool Teachers
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Higher Education
Authoring Institution: N/A
Identifiers - Location: California