Becoming a Teacher: Stories of the First Few Years

2004 ◽  
Vol 91 (1) ◽  
pp. 45-50 ◽  
Author(s):  
Colleen Conway ◽  
Erin Hansen ◽  
Andrew Schulz ◽  
Jeff Stimson ◽  
Jill Wozniak-Reese
Keyword(s):  
Teacher Stories

scholarly journals The Power and Possibilities for Understanding Teaching in these Times with Ethnodramatic Inquiries into Teacher Stories: Two Reviews

2016 ◽  
Vol 1 (1) ◽  
pp. 302
Author(s):  
Sarah Reed Hobson
Keyword(s):  
Teacher Education ◽  
Public Schools ◽  
Teacher Educators ◽  
Chicago Public Schools ◽  
Teacher Stories ◽  
Ethnographic Interviews ◽  
Teacher Challenges

The following is a review and commentary on two of Charles Vanover’s ethnodramatic performances of the ethnographic interviews of two teachers. At two sessions at two educational conferences, Charles staged verbatim excerpts from each interview to open conversations with teacher educators about the challenges faced by two teachers in Chicago Public Schools. With this review, I explain the structuring behind each performance and the ensuing conversations about teacher challenges and needs in these times. I illuminate how educators can use ethnodramatic inquiries into teacher stories to deepen their understandings of teacher education and to re-write narratives that scapegoat teachers as the problem.

Teacher Stories and Transactional Inquiry

2001 ◽  
Vol 52 (5) ◽  
pp. 377-385 ◽  
Author(s):  
Catherine Zeek ◽  
Martha Foote ◽  
Carole Walker
Keyword(s):  
Teacher Stories

scholarly journals Mathematics educator teacher stories

2019 ◽  
Vol 4 (10) ◽  
pp. 48
Author(s):  
Signe E. Kastberg ◽  
Elizabeth Suazo-Flores ◽  
Sue Ellen Richardson
Keyword(s):  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Life Experiences ◽  
The United States ◽  
Teacher Stories ◽  
Counter Narrative ◽  
Insight Into ◽  
Gaining Insight

Teacher stories/autobiographies have been used by mathematics teacher educators (MTEs) to gain insight into prospective teachers’ (PTs) experience with mathematics, yet stories of MTEs’ motivation for and learning by engaging PTs in creating teacher stories is less understood. We fill this gap by narrating our experiences gaining insight into motivations for engaging PTs in creating teacher stories. Artifacts from our teaching practice, discussions of the work of Dewey and Rogers, and reflections were used to create themes that informed the plot line of each narrative. Findings focus on ways that teacher stories sustain PTs and MTEs by creating a living counter-narrative to the narrative of teacher evaluation MTEs and PTs live in the United States. We argue that MTEs’ motivations for collecting PTs’ teacher stories are informed by MTEs’ life experiences and the development of MTEs’ views of teaching and learning to teach.

Teacher Stories of Blame When Assigning a Failing Grade

2014 ◽  
Vol 11 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Susan G. Poorman ◽  
Melissa L. Mastorovich
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Clinical Performance ◽  
Nurse Educator ◽  
Teacher Stories ◽  
Educational Literature ◽  
Teachers Experiences ◽  
Undergraduate Programs

AbstractNurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers’ experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.

Academic Stories, Teacher Stories, and the Missing Learners

1997 ◽  
Vol 27 (4) ◽  
pp. 387-390
Author(s):  
Joseph P. Farrell
Keyword(s):  
Teacher Stories

scholarly journals Storytelling in Teacher Professional Development

2018 ◽  
Vol 11 (2) ◽  
pp. 303-318
Author(s):  
Tracy Rosen
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Positive Experience ◽  
Teacher Stories ◽  
Teaching Tools ◽  
Teacher Professional

Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in professional development (PD) to create positive realities for teaching and learning.

scholarly journals Learning to Attend to Children’s Familial Curriculum-Making Worlds

2013 ◽  
Vol 7 (1) ◽  
pp. 301-317 ◽  
Author(s):  
Cindy Swanson
Keyword(s):  
Narrative Inquiry ◽  
Teacher Stories ◽  
Early Experiences ◽  
Counter Narrative ◽  
Curriculum Making ◽  
Children's Stories ◽  
Stories To Live By ◽  
Home And School ◽  
Over Time ◽  
Autobiographical Narrative

Using autobiographical narrative inquiry (Connelly & Clandinin, 1990), I inquire into my experiences as a teacher, beginning with an inquiry into my early experiences on home and school landscapes. I explore my teacher stories to live by (Connelly & Clandinin, 1999) and inquire into how my stories have shifted and changed, over time and place. As I explore the bumping places and tensions I experience as teacher, my purpose is to show the ways I learned to attend to children’s familial curriculum-making worlds (Huber, Murphy, & Clandinin, 2011). In doing so I offer a possible counter narrative of curriculum making in schools, which honors and validates children’s stories of experiences lived and told in homes and communities.

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