教育叙事研究的研究

近几年叙事研究在我国教育研究领域兴起 ,引起了学者们的关注。学者们主要从教育叙事研究兴起的背景、叙事及叙事研究的内涵、叙事研究的理论基础、叙事研究的特点、叙事研究的分类、叙事研究的过程、叙事研究的反思等方面进行了研究。     

Student identity construction in online teacher education: a narrative life history approach

This paper explores student identity construction through the narrative life history of one non-traditional student, engaged in teacher education in a non-traditional way – a fully online university degree course. The students within this course are all mature-aged. Most are female, and have already developed personal identities as partners, friends and mothers, as well as professional identities such as teacher aides. Adding the new identity of “student” to these already established roles has an impact on these participants’ actions, beliefs, experiences and hence on their identities. Further, the notion that they are now “pre-service teachers” forces students to consider their professional identity in new and sometimes uncomfortable ways. This paper explores the challenges for one student created by the need to negotiate this complexity. Through this exploration using narrative life history methods, the paper considers the implications of the experience of becoming a student and a teacher.     

A narrative of teacher education in Canada: multiculturalism,technology, bridging theory and practice

This narrative paper investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. Canadian teacher education programmes have become famous for their long-standing commitment to public education and social welfare. This paper examines the way in which over the past four decades such a commitment has led to effective leadership, multiculturalism, racial tolerance and global citizenship education, as well as comprehensive curriculum, teaching and learning, all figure prominently in Canadian teacher education.     

Student-centred inquiry as curriculum as a model for field-based teacher education

This research project focuses on teacher education in a field-based methods course. We were interested in understanding what could be when we worked with pre-service teachers in a high school physical education class to assist them in the process of learning to listen and respond to their students in ways that might better facilitate young people’s interest, motivation and learning. To develop a theoretical understanding of what happened in this field-based methods course designed to promote listening and responding to students as a way to guide curriculum, we utilised grounded theory. In this paper, we describe a model, student-centred inquiry as curriculum, which includes a cyclical process of building the foundation, planning, responding to students, listening to respond and analysing the responses. Student centred-inquiry as curriculum is a blending of action in the historical, localised and particular lived realities of students and teachers illuminated through inquiry with the simultaneous engagement of autobiographies, the negotiation of student voice and the social construction of content. We discuss this model as a possibility for transforming the status quo of teacher education and K-12 schools.     

From attrition to retention: a narrative inquiry of why beginning teachers leave and then rejoin the profession

The issue of beginning teachers leaving the profession in the first few years of their career represents a global problem, and while discrepancies exist over precise numbers, there is consensus that the attrition rate of new teachers is high. This paper reports on a narrative inquiry into two beginning teachers who left the profession after just 1 year of practice, only to return 2 years later. By examining this continuum from attrition to retention through the lens of the two teachers’ narrative accounts it is possible to gain some insights into how new teachers’ personal and professional landscapes intertwine. Findings reveal that these beginning teachers’ experiences of their school contexts combined with their personal stories in the first year of practice shaped their professional identity culminating in them leaving and then rejoining the teaching fold. Insights gleaned may have significant implications for beginning teachers, school leaders, teacher education institutions, and policy makers.     

Archival research as living inquiry: an alternate approach for research in the histories of teacher education

Exploring the role of archives in recovering the histories of teachers' lives and the potential of archival research as living inquiry, a non-traditional perspective is offered concerning life writing as a way into an epistemological storying of the past. Archival research as living inquiry is examined both as a methodological approach to theorizing practice, and as a method of gathering information in public collections that is rendered through life writing. The application of this emerging form of research has the potential to change structures of teaching and learning, and in the process, provide suitable methods to write accounts of educational histories. In this case, I document my archival quest into Bessie's story as an exemplar of how reflective practice can contribute to becoming a researcher of history through unorthodox approaches and methods. This inquiry is motivated by questions that include: Why should a teacher of the past matter to teachers today? What value do archives hold in teacher education? How might we rethink our methods of inquiry to give meaning to the lives of women teachers?     

Understandings of current environmental issues: Turkish case study in six teacher education colleges

The purpose of this study is to profile future science teachers’ understandings of current environmental issues in the context of an education reform in Turkey. Knowledge base and understandings of elementary and secondary prospective science teachers about biodiversity, carbon cycle, global warming and ozone layer depletion were targeted in the study. Questionnaire surveys developed for this purpose were adapted and used in this investigation. The questionnaires were administered to 360 participants in six universities. Analysis involved frequencies, percentages and comparing means for students majoring in elementary and secondary science teaching. Analysis of variance for differences among majors and responses to different issues are also included. Findings are compared and contrasted with the previous research in other countries. The study has implications for the prospective preparation of teachers and the future of environmental literacy movement in Turkey.     

Finding a third space in teacher education: creating an urban teacher residency

This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the “third space.”     

An investigation of the goals for an environmental science course: teacher and student perspectives

This investigation uses an ethnographic case study approach to explore the benefits and challenges of including a variety of goals within a high school Environmental Science curriculum. The study focuses on environmental education (EE) goals established by the Belgrade Charter (1975), including developing students’ environmental awareness and behavior, but also explores alternative goals including empowerment, presenting a balanced perspective, improving critical thinking skills, and developing an emotional connection with environmental issues. This research, which was conducted at a public high school in the northeast United States, aims to understand the teacher’s reasoning for including the above goals within the curriculum and the students’ reactions to the enactment of these goals. Interview data from 10 student participants and the teacher reveal areas of alignment between teacher and student perspectives regarding goals such as presenting a balanced approach, as well as misalignment in areas such as the teaching of environmentally friendly behaviors.     

Sustaining teachers’ stories to live by: implications for teacher education

ABSTRACT

In this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two Canadian provinces and one narrative inquiry into the experiences of early career teacher leavers. These studies showed how early career teachers’ stories to live by fuel their desires to become teachers. Teaching was a way to try to live out and sustain their stories to live by, that is, participants continued to live out their stories to live by shaped in early personal knowledge landscapes and embodied in their personal practical knowledge. We also learned that when teachers could not sustain their stories in the professional knowledge landscapes, their stories to live by shifted to stories to leave by, and they left teaching.     

A Parental perspective of school and familial curriculum making: a narrative inquiry of early childhood education planning in Hong Kong

This paper examines the early childhood context of Hong Kong (HK) which is characterised by an entirely privatised system. The level of knowledge a child possesses in early childhood can be a determining factor in their admission into desirable kindergartens or primary schools. Given HK’s privatised early childhood education system, the quality of a child’s learning is directly tied to the education services their parents provide independently or can afford financially. The study reported in this paper adopts a narrative inquiry approach to an under-researched area of early childhood education, namely the voices of parents within home learning environments and how the lengths they go to provide their children with a quality education.     

叙事研究在大学生思想政治教育研究中的运用

大学生思想政治教育研究中的叙事研究是思想政治教育经验的理论方式,有其鲜明的研究特点,能够弥补其他研究范式的缺陷。运用叙事研究有其现实的必要性与可能性,因而是一种值得提倡的研究方法。     

Immigrant students' experience of schooling: a narrative inquiry theoretical framework

We explore immigrant students' experience of schooling focusing on Yang Yang and his family. We present insights into immigrant Chinese educational experience in Canada and bring forward a narrative‐inquiry framework for the study of student experience. We find that—contrary to some of the expectations of Chinese immigrants—family relations, student learning, and school policies are complicated, with families finding it difficult to translate Chinese educational values in the Canadian context and their children facing serious learning and social difficulties.     

Beginning teacher attrition: a question of identity making and identity shifting

While there is discrepancy about the actual percentage of early career teachers that leave teaching in their first five years, one consistent discovery in a number of countries is that attrition is high for early career teachers. I became curious about early career teacher attrition as I watched colleagues leave the profession that they thought was a lifelong calling. In order to inquire into this phenomenon, I moved through a three-stage research process. First, I engaged in writing a series of stories about my experiences as a beginning teacher. Using autobiographical narrative inquiry, I then inquired into the stories in order to retell them looking for resonances across the stories. Secondly, I conducted a review of the literature, analyzing the studies to identify how the problem of early career teacher attrition was conceptualized. I identified two dominant problem frames: a problem frame situated within the individual and a problem frame situated in the context. Lastly, I offered a different conceptualization of the phenomenon of early career teacher attrition that draws on my autobiographical narrative inquiry and the literature review. I frame the problem of teacher attrition, not as a personal or a contextual problem frame, but as a problem of teacher identity making and identity shifting.     

Educational narrative inquiry through design-based research: designing digital storytelling to make alternative knowledge visible and actionable

This paper describes the conceptualisation and appropriation of narrative in the design of digital storytelling technology (DST), to augment reflective practice among Irish pre-service teachers. Reflective practice remains a predominant professional formation component of programmes of teacher education. In this key developmental activity, teacher education traditionally privileges written reflections, e.g. pro forma post-lesson evaluations and essays. Our aim in this research was to supplement, not supplant, these important written reflective modalities, and by doing so, open up a wider set of possibilities for using narrative and technology to support creative, potentially transformative reflection on practice. We have been inspired significantly in this DST work by Bruner’s ([2002]. Making Stories: Law, Literature, Life. Cambridge, MA: Harvard University Press) functional view of narrative inquiry – that storytelling serves as the principal, foundational means by which we form our identities, relate to others and make sense of our place in the world. We thus sought to explore how innovative storytelling designs, combined with, and augmented by digital technology, might afford new narrative inquiry possibilities for pre-service students to conceptualise, create and collaborate in their early-career, reflective practices. This paper presents R-NEST, the educational design we developed in a principled and participatory fashion over 3 years, collaboratively with 323 student teachers. We trace the narrative of the development and refinement of the bespoke R-NEST design, illustrated with analysis of an exemplar, student-designed digital story. The paper concludes with insights regarding the creative, reflective use of DST, suggesting potentially wide scope for this mode of narrative technology in education.     

Reciprocal learning in teacher education between Canada and China

ABSTRACT

The Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement … to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm.     

Classroom teacher effectiveness research and inquiry,and its relevance to the development of public education policy: an Australian context

This paper has as its focus an analysis of the question and problem of classroom teacher effectiveness research and inquiry. It presents an examination of what counts as valid and worthwhile research in classroom teacher effectiveness studies for the development of education policy within an Australian context, the State of Victoria. The Government’s Blueprint, the major education policy document of the Victorian State Labour Government, outlines its educational approach. Important and core features of government direction for education policy include a focus on social and economic disadvantage. A priority for the Victorian State Labour Government is tangible and measurable improvement in the performance of the public education system. A particular concern is the problem of academic underperformance within public schools, particularly those designated as low-performing and situated in socially and economically disadvantaged communities. Building the capacity of the State’s teacher workforce forms a key component of the Blueprint, and State Government direction in public education. The paper utilises a qualitative theoretical framework. Eight education policy actor/participants were interviewed and their responses analysed using a critical discourse approach. The main findings indicate that education policy actors advocate a strong belief in particular forms of evidence-based research for the development of education policy in the area of classroom teacher effectiveness.     

Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.     

Concepts,policies and practices of teacher education: an analysis of studies on teacher education in Portugal

Education policies, and in particular those related to teacher education, are central to the construction of Europe as a knowledge society and for facing the social and economic challenges that European countries must respond to in this millennium. This article presents an analysis of studies on the evaluation of in-service teacher education conducted in Portugal since 1992. Based on the results of this analysis, the study develops a reflection on the concepts, policies and practices of in-service teacher education, contextualising it within a wider equation related to teachers’ education in Europe. The study consisted of content analyses of scientific articles, research reports, studies of evaluation and legal documents that provide the guidelines for in-service teacher education in Portugal. At the end, a final reflection and some general recommendations for teacher education are presented. There is a focus on the importance of placing in-service teacher education at the centre of educational contexts and on the problems that this causes in teachers’ work, emphasising its importance for social justice in Europe.