Understanding narrative relations in teacher education.
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| Title: | Understanding narrative relations in teacher education. |
|---|---|
| Authors: | Forrest, Michelle1 (AUTHOR) michelle.forrest@msvu.ca, Keener, Terrah2 (AUTHOR), Harkins, Mary Jane1 (AUTHOR) |
| Source: | Asia-Pacific Journal of Teacher Education. May2010, Vol. 38 Issue 2, p87-101. 15p. |
| Subject Terms: | *Teacher training, *Occupational training, *Teacher educators, *Master teachers, *Teacher development, *Teachers' workshops, *College teachers, *Beginning teachers, Professional employees |
| Abstract: | The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | The use of stories in teacher education is ubiquitous; yet, the question regarding how stories help teachers make sense of their professional lives is more complex than it first appears. The authors draw from Adriana Cavarero's understanding of narrative relations as the political site where one's unique singularity is revealed in the desire to have one's story told. They compare her insights to Judith Butler's resignification of injurious speech, examining both positions as they apply to a beginning teacher's efforts to become the professional she admires. It is suggested to teacher educators that they use stories from practice to foreground the tension between a teacher's life and her life-story. By understanding the irresolvable tension of desire to have one's story told, a teacher has a better chance of recognising her own vulnerability and that of her students, and of teaching at the starting place of ethics. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1359866X |
| DOI: | 10.1080/13598661003677606 |
