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ERIC Number: EJ969529
Record Type: Journal
Publication Date: 2012-Mar
Pages: 17
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-0313-5373
The Transforming Power of Narrative in Teacher Education
Chan, Esther Yim-mei
Australian Journal of Teacher Education, v37 n3 p111-127 Mar 2012
The focus of this study is to examine pre-service teachers' experiences of learning through narrative inquiry that gives insight into how teachers' development and knowledge construction can be improved. The article begins by inquiring into the learning culture in the Hong Kong context and explaining how the examination system affects knowledge construction. Then it discusses the use of narrative curricula to promote students' thinking and self-reflection. A case, explored through a teacher educator's interpretations of experience, is presented to demonstrate how narrative inquiry is able to change the learning habits of pre-service teachers and what it can do to transform them into active learners. This article argues that narrative inquiry method with its constructivist stance, offering opportunities for students to make sense from their past experiences can facilitate change and learning.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong