The telling stories of novice teachers: Constructing teacher knowledge in book clubs |
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| Institution: | 1. Middle East Sustainable Livestock, Biotechnology and Agro-Ecology Research and Development Centre, Zirve University, 27260 Gaziantep, Turkey;2. Department of Animal Science, Faculty of Agriculture, Ondokuz May?s University, Samsun, Turkey;1. Ural Federal University,19 Mira str., Ekaterinburg, 620002, Russian Fedeartion;2. The Institute of Electrophysics of the Ural Division of the Russian Academy of Sciences,106 Amundsen str., Ekaterinburg, 620016, Russian Federation;1. NHL Stenden University of Applied Sciences, Academy of Primary Education, Rengerslaan 8, 9817, DD, Leeuwarden, the Netherlands;2. University of Groningen, Special Needs Education & Youth Care, Grote Rozenstraat 38, 9712, TJ, Groningen, the Netherlands;3. University of Groningen, Special Needs Education, Youth Care & Clinical Educational Sciences, Grote Rozenstraat 38, 9712, TJ, Groningen, the Netherlands;1. School of Foreign Studies, Anhui University, Hefei, Anhui, China;2. School of Education, Shanghai International Studies University, Shanghai, China;3. Centre for University Teaching and Learning, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland |
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| Abstract: | This article reports on a teacher book club consisting of six novice teachers who met over a 2-year period beginning with their first entry into the profession to cultivate their teacher knowledge, identity, and development in a social/supportive context. The teachers met approximately every 6 weeks over the course of the academic year (7 times annually) to discuss a mutually selected (mostly fictional) text including some educational/school experiences (such as Plainsong, reported here). The book club context, texts, and other members became conduits for creating and telling teaching stories. I argue that self-directed teacher development in small teacher communities can begin at the onset of induction into the profession since such experiences appear to inform and shape teacher knowledge and development. |
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