Narrative and portfolio approaches to teacher professional standards
Hay, Trevor, White, Julie, Moss, Julianne, Ferguson, Peter and Dixon, Mary 2004, Narrative and portfolio approaches to teacher professional standards, in ICET 2004 : Teachers as learners : building communities for professional development, International Council on Education for Teaching, Eindhoven, The Netherlands, pp. 22-41.
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ICET 2004 : Teachers as learners : building communities for professional development
International Council on Education for Teaching
Place of publication
Eindhoven, The Netherlands
This paper analyses various uses of narrative in the exploration of teacher identity. It highlights the way many contemporary education writers use terminology such as ‘storying lives’ and ‘storied landscapes’ to describe teacher processes of reflection on practice. In this paper the authors discuss some recent approaches to narrative that incorporate or suggest systematic uses of narrative theory (Conle 2003, Kamler, 2001, Richardson, 2003). Consideration is also given to the links between critical ethnography and narrative in order to critique the use of teacher portfolios, as in a recent Australian initiative for the appraisal of beginning teachers. The authors conclude with an argument for the rehabilitation and refinement of narrative theory in the ‘writing’ of teacher identity.
Reproduced with the kind permission of the copyright owner.
Field of Research
130313 Teacher Education and Professional Development of Educators
Socio Economic Objective
930502 Management of Education and Training Systems
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