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ERIC Number: EJ918926
Record Type: Journal
Publication Date: 2011
Pages: 17
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0890-6459
Telling Unarticulated Stories: Intentional Inquiry into Teaching, Learning, and Literacy
Shanton, Kyle D.; Lewis, Jan Patricia
Teacher Education and Practice, v24 n2 p170-186 Spr 2011
In this article, we examine our understandings and use of personal literacy narrative as a medium for engaging teacher candidates in considering the differing perspectives and approaches found around literacy education. Drawing from narrative inquiry, we describe how we work with preservice teachers to articulate tacit stories and inquire into their conceptualizations of literacy, teaching, and learning. We explain how they write their personal literacy narratives and how we situate our university classroom teaching and learning in the midst of their stories. Our pedagogy focuses on tensions around these differing perceptions that emerge through the process as our students come face-to-face with discrepancies between their beliefs and remembrances in this dialogic process. Our purpose is similar to what Clandinin and Connelly (2000) suggested: We illustrate what we do and what we have learned from this experience for literacy teacher education. Our findings suggest that, through this process, students come to a clearer understanding of these tensions, both pedagogically and politically. They gain a clearer lens into perspectives that surround teaching, learning, and classrooms, and they are better able to navigate an inquiry stance. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A