First Classroom Accounts





Dolk, M & Den Hertog, J. (2008) Narratives in teacher education, Interactive Learning Environments, 16:3, 215-229, DOI: 10.1080/10494820802113970
 
Purpose: To provide an account of the arguments in favour of a narrative approach.

Thesis statement: Student teachers can construct learning by reflection on real educational contexts.

Audience: L2 writing experts, EFL teachers.

I. Introduction

II. Description of Mile 

III. Narratives

IV. Research method.

        A.   Narrative knowledge in teacher education.

                1.    Everybody has stories about education.

                2.    Stories about a collective experience are verifiable.

                3.    Stories are being negotiated until they are taken as shared.

                4.    Stories allow conscious separation of observation and interpretation.

                5.    Stories allow student teachers to develop conjectured local theories.

                6.    Stories about paradigmatic events are meaningful.

                7.    Stories allow student teachers to move between different levels of theoretical formality.

                8.    Stories help student teachers to surpass experiences.

       B.   Student teachers’ stories of a specific situation.

       C.   A theoretical framework for the transition from telling a story to constructing a narrative.

                1.    Observing.

                2.    Sharing and discussing observations.

                3.    Analysing.

                4.    Reflecting.

                5.    Developing narrative knowledge.

                6.    Expanding the personal repertoire into a didactic education.

                7.    Cycling processes.

V. Closing remarks.

VI. Notes.

       A.   Notes on contributors.

VII. References.


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