Catalog Home Page

'There's not much room for anything to go amiss': Narrative and arts-based inquiry in teacher education

Glass, C. (2011) 'There's not much room for anything to go amiss': Narrative and arts-based inquiry in teacher education. Issues in Educational Research, 21 (2). pp. 130-144.

[img]
Preview
PDF - Published Version
Download (863kB) | Preview
    Link to Published Version: http://www.iier.org.au/iier21/glass.pdf
    *Open access, no subscription required

    Abstract

    Drawings offer new possibilities to develop understandings about how pre-service teachers experience becoming a teacher. It is in drawings that often those elusive hard-to-put-into-words (Weber & Mitchell, 2004) aspects of the self appear to add to the developing story of what it is to become a teacher. Using a triangulated approach to the research process of narrative, drawings and graphing, a Graduate Diploma of Education Primary pre-service teacher from a Western Australian University was asked to envision himself as a teacher, and to draw that vision. This vision tells us much about 'the multiple contexts' in which the teacher self is being formed and how the pre-service teacher envisioned, reflected, related to, and felt about the journey he undertook.

    Publication Type: Journal Article
    Murdoch Affiliation: School of Education
    Publisher: Institutes for Educational Research
    Copyright: © The Author
    URI: http://researchrepository.murdoch.edu.au/id/eprint/5341
    Item Control Page

    Downloads

    Downloads per month over past year