moss-narrativeportfolio-2004.pdf (87.28 kB)
Narrative and portfolio approaches to teacher professional standards
conference contribution
posted on 2004-01-01, 00:00 authored by T Hay, J White, Julianne MossJulianne Moss, P Ferguson, Mary DixonThis 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.
History
Event
International Council on Education for Teaching. Conference (2004 : Hong Kong)Pagination
22 - 41Publisher
International Council on Education for TeachingLocation
Hong KongPlace of publication
Eindhoven, The NetherlandsStart date
2004-07-13End date
2004-07-17Language
engNotes
Reproduced with the kind permission of the copyright owner.Publication classification
E1.1 Full written paper - refereedCopyright notice
2004, International Council on Education for TeachingTitle of proceedings
ICET 2004 : Teachers as learners : building communities for professional developmentUsage metrics
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