Becoming a Teacher Educator in a Social Injustice Environment: A Narrative Perspective.
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| Title: | Becoming a Teacher Educator in a Social Injustice Environment: A Narrative Perspective. |
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| Authors: | Paz-Maldonado, Eddy1,2 (AUTHOR), Schilling, Caroll3 (AUTHOR), Silva-Peña, Ilich4,5 (AUTHOR) ilich.silva@ulagos.cl |
| Source: | Journal of Latinos & Education. Jun-Aug2025, Vol. 24 Issue 3, p557-569. 13p. |
| Subject Terms: | *Teacher education, *Teacher educators, *Qualitative research, *Psychological resilience, Social injustice, Narrative inquiry (Research method), Narration |
| Abstract: | This article describes the experience of becoming a teacher educator in a context of social injustice. The approach used was qualitative, using autobiographical narrative inquiry. Starting from a timeline, the principal author did a series of field texts and helped himself with memory boxes. Then, considering narrative inquiry as a relational methodology, the authors rewrote the stories of the principal author as a form of narrative analysis. After this analysis, it emphasized four stories: a) Stories about Overcoming Adversity, b) Stories of Personal Growth, c) About Wanting to Be a Teacher and d) Asking for Help. The conclusions support the possibilities the narrative inquiry offers as practical justice and, simultaneously, as an opening to new opportunities in teacher education processes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article describes the experience of becoming a teacher educator in a context of social injustice. The approach used was qualitative, using autobiographical narrative inquiry. Starting from a timeline, the principal author did a series of field texts and helped himself with memory boxes. Then, considering narrative inquiry as a relational methodology, the authors rewrote the stories of the principal author as a form of narrative analysis. After this analysis, it emphasized four stories: a) Stories about Overcoming Adversity, b) Stories of Personal Growth, c) About Wanting to Be a Teacher and d) Asking for Help. The conclusions support the possibilities the narrative inquiry offers as practical justice and, simultaneously, as an opening to new opportunities in teacher education processes. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15348431 |
| DOI: | 10.1080/15348431.2024.2401479 |
