Teacher Narratives

1995 ◽  
Vol 84 (3) ◽  
pp. 83
Author(s):  
Bonnie Ericson ◽  
Jane Isenberg ◽  
Joan Cutuly
Keyword(s):  
Teacher Narratives

Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development

1990 ◽  
Vol 60 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Nona Lyons
Keyword(s):  
Student Teacher ◽  
Teacher Narratives ◽  
Student Teacher Relationship ◽  
Alternative Perspective ◽  
Teachers Perspectives

In this article Nona Lyons explores the nature and meaning of the dilemmas teachers encounter in their classrooms as they, along with their students, respond to and interpret the tasks of learning. Through analyses of teacher narratives, Lyons reveals how the teachers' perspectives toward knowledge and their view of themselves and of their students as knowers enter into their work and can at times be part of their development. In taking up these epistemological issues, Lyons illuminates features of the student-teacher relationship and offers an alternative perspective to current discussions about teachers' knowledge.

Chapter 13: Two narratives of professional identity in eikaiwa

2020 ◽  
pp. 139-148
Author(s):  
Patrick Kiernan
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Lived Experiences ◽  
Japanese Society ◽  
Professional Lives ◽  
Professional Identity Development ◽  
Teacher Narratives

In this chapter, Patrick Kiernan presents two very different but equally complex narratives illustrating the professional identity development of long-term eikaiwa teachers. The lived experiences of these two professionals reveals a great deal about the ways in which teachers negotiate multiple desired and undesired identities over the course of their careers. The complexity found in these teacher narratives provides a convincing counter perspective to the overly simplistic and often derogatory way that the professional lives of eikaiwa teachers are framed in both the ELT field and Japanese society at large.

scholarly journals A Qualitative Investigation of the Effects of Mentoring: Teacher Narratives from Tianjin, China

2018 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Paul John Edrada Alegado
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Leadership Capacity ◽  
Pedagogical Knowledge ◽  
The Other ◽  
Qualitative Investigation ◽  
Management Skills ◽  
Teacher Narratives ◽  
Teacher Interviews ◽  
Mentoring Relationship

The uniqueness of this research captures the dynamics of mentoring relationship between mentors and mentees and to what extent they have an impact on each other. Based on the qualitative analysis from teacher interviews done in Tianjin, China, the mentees greatly benefit from this relationship evident on the pedagogical knowledge, classroom management skills and psycho-behavioral aspects that they perceived and reported. On the other hand, mentors highlighted the effect on their leadership capacity and the sense of validation they get from this relationship. This paper concluded that although the benefits may not be weighed exactly the same on both ends, the effects are fundamentally significant and still ‘mutual’. The understanding of how teachers perceive and receive mentoring structures present in their school systems support and promote the literature on mentoring as professional development, induction, and an established practice that transcend vividly in a Chinese context.

“It’s never too late”: Adult students and music learning in one online and offline convergent community music school

2019 ◽  
Vol 38 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Jonathan G. Bayley ◽  
Janice Waldron
Keyword(s):  
Adult Students ◽  
Summer School ◽  
Final Part ◽  
Community Music ◽  
Music Learning ◽  
Music School ◽  
Teacher Narratives ◽  
Learning And Teaching ◽  
Irish Music ◽  
Celtic Music

This study is the third and final part of a longitudinal ethnographic investigation of music learning and teaching of the Online Academy of Irish Music (OAIM), an Irish music “school” situated in both online ( www.oaim.ie ) and offline (Doolin, County Clare, Ireland) contexts. We first examined the online OAIM through teacher narratives in 2011. In the second part of the study, we explored the OAIM through students’ perspectives at the OAIM’s first offline Irish flute summer school retreat week in July 2013. In this third part and final part of the study, we attended the OAIM’s offline tin whistle school week in October 2015 in Ennis, Ireland. The purpose of this part of the study was to continue our investigation of adult music learners who learned Celtic music through the OAIM, as it has continued to evolve as an online and offline convergent community music school. Findings indicate that the adult participants benefited from learning music through a combination of aural/oral, observational, and written notation in both online and offline contexts, but had differing perspectives as to what worked for them and what did not. As an online and offline convergent school, the OAIM offers an intriguing model of music learning and teaching for school music contexts and community music schools.

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