Storytelling as pedagogy: An unexpected outcome of narrative inquiry
Abstract
This study examines how the use of narrative research methods can serve as pedagogical strategies in preservice teacher education. In this study, we see the intersection of narrative inquiry and storytelling-as-pedagogy. The two often intersect, but rarely has that intersection been examined in a systematic manner. This study examines data collected as one ESL preservice teacher and one Bilingual preservice teacher were followed from their language arts methods class into student teaching and then their first year of teaching to see how they reflected on, questioned, and learned from their experiences. Incidents where narrative inquiry served as pedagogical tools were examined. Although storytelling-as-pedagogy was not a goal in this study, we found that it was an outcome of utilizing narrative inquiry as a methodology.
Reference
Journal
Curriculum Inquiry
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
- Bilingual Endorsement
- Elementary
- ESL Endorsement
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
2
Duration of Data Collection
Data Sources
- course materials
- interviews (post-lesson)
- Observations
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
"The purpose of this article is to conduct such an examination—specifically, how the use of narrative research methods can also serve as pedagogical strategies in preservice teacher education to help teachers reflect on, question, and learn from their experiences."
Is this research question explicit from the manuscript? Yes