Telling tales: the value of storytelling for early career teachers

Allard, Andrea C. and Doecke, Brenton 2017, Telling tales: the value of storytelling for early career teachers, Pedagogy, culture and society, vol. 25, no. 2, pp. 279-291, doi: 10.1080/14681366.2016.1253602.

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Title Telling tales: the value of storytelling for early career teachers
Author(s) Allard, Andrea C.
Doecke, BrentonORCID iD for Doecke, Brenton
Journal name Pedagogy, culture and society
Volume number 25
Issue number 2
Start page 279
End page 291
Total pages 13
Publisher Taylor & Francis
Place of publication Abingdon, Eng.
Publication date 2017
ISSN 1468-1366
Keyword(s) early career teaching
literary theory
professional identity
Summary This article examines how early career teachers, participants in a research project, make sense of their experiences through storytelling. The teachers’ stories provide a significant counterpoint to the way standards-based reforms construct their professional development, prompting us as teacher educators to think again about what it means for our students to make the transition from initial teacher education into the institutional setting of a school. We draw on Ricoeur’s understanding of narrative to show the complexity of the identity work they perform and how their stories position them as authorities when it comes to the experience of beginning teaching and of negotiating a pathway within existing policy environments. Close attention to the language of these narratives produces rich insights into early career teachers’ experiences and raises questions as to how researchers might solicit and respond to such narratives.
Language eng
DOI 10.1080/14681366.2016.1253602
Field of Research 1302 Curriculum And Pedagogy
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Pedagogy, Culture & Society
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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