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Writing the teaching self: The narrative of inquiry

Deally, P. and Taylor, P.C. (2012) Writing the teaching self: The narrative of inquiry. In: 2nd Global Conference on Writing, 10 - 12 November 2012, Salzburg, Austria

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Abstract

Auto-ethnographic and narrative inquiry provides opportunities for teachers to reflect the personal with a curriculum dominated identity; a human kind of offering, with research as a living guide to revelation. The relative habitat of self in the context of teaching is a topic still under review, especially as it applies to the storying of self in a collective, professional life-world and the artefacts and icons of systems. I use auto-tales and biography combined with narrative inquiry as literary devices to explore teaching as a lived experience with a human map connected to others. Storying serves as an empathetic bridge to development and invites reflexive practice as we recollect our lives in the context of experience. I explore the medium of poly-vocal writing to evoke and discuss identity among the nature of teaching, calling on crucial literature as referent voices. I explore the medium of poly-vocal writing to evoke and discuss identity among the overt and covert nature of teaching, calling on crucial literature as referent voices.

Item Type: Conference Paper
URI: http://researchrepository.murdoch.edu.au/id/eprint/37955
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