Teacher talk: the role of story and anecdote in constructing professional knowledge for beginning teachers |
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| Institution: | 1. Division of Exercise Science and Sports Medicine, Department of Human Biology, Faculty of Health Science, University of Cape Town, Cape Town, South Africa;2. Morningside Sports Medicine Clinic, Johannesburg, South Africa;3. Section of Sports Medicine, University of Pretoria, Pretoria, South Africa;4. Department of Emergency Medicine, University of the Witwatersrand, Johannesburg, South Africa;5. Sports Science Sports and Exercise Medicine Clinic, Cape Town, South Africa;1. Jiangsu Key Laboratory for High Technology Research of TCM Formulae, National and Local Collaborative Engineering Center of Chinese Medicinal Resources Industrialization and Formulae Innovative Medicine and Jiangsu Collaborative Innovation Center of Chinese Medicinal Resources Industrialization, Nanjing University of Chinese Medicine, Nanjing, 210023, China;2. College of Pharmacy and Shaanxi Collaborative Innovation Center of Chinese Medicinal Resources Industrialization, Shaanxi University of Chinese Medicine, Xi''an, 712046, Shaanxi Province, China;1. Department of Pharmaceutics, School of Pharmacy, Shenyang Pharmaceutical University, No. 103 Wenhua Road, Shenyang 110016, PR China;2. Institute of Clinical Pharmacology, Department of Pharmacy, General Hospital of Ningxia Medical University, No. 804 Shengli Street, Yinchuan 750004, PR China;3. Key Laboratory of Structure Based Drug Design & Discovery, Ministry of Education, Shenyang Pharmaceutical University, No. 103 Wenhua Road, Shenyang 110016, PR China;4. School of Materials Science and Engineering, Xi’an Jiaotong University, Xi’an 710019, PR China;1. Vascular Medicine, University Hospital of Rennes, Rennes, France;2. Vascular Medicine, Hospital of Saint-Malo, Saint-Malo, France;3. Vascular Medicine, Hospital of Redon, Redon, France;4. Université de Rennes 1, INSERM CIC 1414, Rennes, France;5. Vascular Medicine, University Hospital of Brest, Brest, France;6. Vascular Medicine, University of Wisconsin, Madison, WI |
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| Abstract: | This paper focusses on the stories and anecdotes which a small group of English teachers told in their efforts to describe the complexities of their first year of teaching, when they were invited by their former English Method lecturer to meet together as part of a larger research project investigating the challenges faced by beginning teachers. A distinctive feature of their discussion is the way they use narrative to organise and give meaning to their experiences, and thus explore the possibilities of narrative enquiry for professional development and educational research. |
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