'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.
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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.
Item Type: | Journal Article |
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Murdoch Affiliation(s): | School of Education |
Publisher: | Institutes for Educational Research |
Copyright: | © The Author |
URI: | http://researchrepository.murdoch.edu.au/id/eprint/5341 |
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