'There's not much room for anything to go amiss': Narrative and arts-based inquiry in teacher education
Year: 2011
Type: article
Abstract: Drawings offer new possibilities to develop understandings about how pre-service teachers experience becoming a teacher. It is in drawings that often those elusive hard-to-put-into-words (Weber & Mitchell, 2004) aspects of the self appear to add to the developing story of what it is to become a teacher. Using a triangulated approach to the research process of narrative, drawings and graphing, a Graduate Diploma of Education Primary pre-service teacher from a Western Australian University was asked to envision himself as a teacher, and to draw that vision. This vision tells us much about 'the multiple contexts' in which the teacher self is being formed and how the pre-service teacher envisioned, reflected, related to, and felt about the journey he undertook.
Author: Christine Glass
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2151877071