The storied self: deconstructing the constructivist teacher
Paper
Jones, Janice Kathleen. 2008. "The storied self: deconstructing the constructivist teacher ." 4th International Congress of Qualitative Inquiry: Ethics, Evidence and Social Justice. University of Illinois, United States 14 - 17 May 2008 Urbana-Champaign, United States.
| Paper/Presentation Title | The storied self: deconstructing the constructivist teacher |
|---|---|
| Presentation Type | Paper |
| Authors | |
| Author | Jones, Janice Kathleen |
| Journal or Proceedings Title | Proceedings of the 4th International Congress of Qualitative Inquiry: Ethics, Evidence and Social Justice |
| Number of Pages | 25 |
| Year | 2008 |
| Place of Publication | Urbana-Champaign, United States |
| Web Address (URL) of Paper | http://www.icqi.org/qi2008/docs/QI2008%20Final%20Program%20041608.pdf |
| Conference/Event | 4th International Congress of Qualitative Inquiry: Ethics, Evidence and Social Justice |
| Event Details | 4th International Congress of Qualitative Inquiry: Ethics, Evidence and Social Justice Event Date 14 to end of 17 May 2008 Event Location University of Illinois, United States |
| Abstract | [Abstract]: Writing as research supports a teacher-researcher’s inquiry into and articulation of her experiences, philosophies and practices of pedagogy. She uses auto-ethnographic and narrative inquiry as a lens through which she explores place, time, space, and inter-personal and intra-personal relationships in the contexts of her role as a university educator of pre-service teachers, and during her practitioner research in an alternative community school with an entirely play-based curriculum. Reflexive inquiry has the potential to transform her personal philosophy and practice of pedagogy. While there is a growing body of research into the use of reflexive practice as a pedagogical tool, few researchers have documented the impact upon pedagogy of narrative inquiry into the third space created by an educator's transition between traditional and non-traditional educational places. This paper documents the process of research and a preliminary analysis of a bricolage co-constructed by the researcher and the school community. The multiple voices of that narrative are situated in space and place, providing a crystallized lens through which the teacher-researcher's personal pedagogies are interrogated during the research process, with the potential to transform her philosophy and practice of teaching. |
| Keywords | narrative inquiry, education, non-traditional schools, community schools, qualitative research, reflexive inquiry, auto-ethnography, third space, bricolage, pedagogy, play-based curriculum, |
| ANZSRC Field of Research 2020 | 390307. Teacher education and professional development of educators |
| Public Notes | No evidence of copyright restrictions on web site. Abstract only available. |
| Byline Affiliations | Faculty of Education |
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