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On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing.

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Title: On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing.
Authors: Parr, Graham (AUTHOR), Bulfin, Scott (AUTHOR), Castaldi, Renee (AUTHOR), Griffiths, Elisabeth (AUTHOR), Manuel, Charmaine (AUTHOR)
Source: Cambridge Journal of Education. Jun2015, Vol. 45 Issue 2, p133-148. 16p. 2 Charts.
Subjects: English teachers, Teachers' writings, Student teachers, Teacher education, Autobiography writing, English language education, Teacher development
Abstract: Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference. [ABSTRACT FROM PUBLISHER]
Copyright of Cambridge Journal of 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: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="DE" term="%22English+teachers%22">English teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers'+writings%22">Teachers' writings</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Autobiography+writing%22">Autobiography writing</searchLink><br /><searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink>
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  Data: Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Cambridge Journal of 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.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0305764X.2014.930416
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        Text: English
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              Text: Jun2015
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