Narrative of a pre-service teacher
Abstract
This article demonstrates the value of narrative as a research tool, using a pre-service teacher's story as an example. The focus of this article is the role that narrative inquiry can play in illuminating the relationship between past experiences and the development of professional knowledge. The data comprise one pre-service teacher's stories of past and present learning experiences, recorded as narrative accounts. These narrative accounts will be explored for their potential impact on the professional knowledge that is ultimately constructed.
Reference
Gibson, S. (2003). Narrative of a pre-service teacher. English Teaching: Practice & Critique (University of Waikato), 2(3), 35–46.
Journal
English Teaching: Practice and Critique
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- primary (Australian term)
Programatic Focus
Research Location Context
- field placements (not related to methods courses)
Preservice Participants
Preservice Sample Size
1
Other Participant Data
Duration of Data Collection
Data Sources
Data Analysis Tools
- narrative analysis (Labov)
Researcher Positionality
- Inside (studying their own programs)
Research Questions
"My methodological aim was to hear the stories of past and present leaming experiences and record these as narrative accounts" (p. 38)
Is this research question explicit from the manuscript? Yes