Journaling the art of teaching: Multimodal responding for narrative inquiry
Abstract
Research underscores the integral role that narrative inquiry plays in teachers’ everyday classroom practices. This article discusses the findings from an action research study on the use of a multimodal response journaling component for teacher narrative inquiry in a teacher education methods class. Exercises such as early teacher memories and book as educator were carried out using multiple modes of expressions, from the written word to abstract visuals. Specific details on the actual journaling component are included. Themes that emerged from the analysis of four teacher candidates’ journals, their responses to questionnaires and follow-up interviews are illustrated by specific examples from these data sources. Recommendations present valuable information for future implementations.
Reference
Morawski, C. M., Rottmann, J., Afrakomah, E., Balatti, E., Christens, M., & Kellar, L. (2016). Journaling the art of teaching: Multimodal responding for narrative inquiry. Australian Journal of Teacher Education, 41(1), 9.
Journal
Australian Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- junior-intermediate (grades 4-10)
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
38
Duration of Data Collection
Data Sources
- Interviews
- journal entries
- Questionnaires
Data Analysis Tools
- Constant comparative analysis
- Inductive analysis
Researcher Positionality
- Inside (studying their own practices)
Research Questions
"What are the effects of multimodal journaling on the recurring narratives of teacher candidates in a junior-intermediate language arts methods class?" (p. 156).
Is this research question explicit from the manuscript? Yes