Chapter 12. The role of stories in teacher development

Aoki, Naoko

doi:10.1515/9781614510932.241

Cited by 2 publications

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References 15 publications

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“…These observations can have effects on teachers and these effects can be both positive and negative but it must be underlined that every teacher reflects upon these experiences and shapes their identity as a teacher in terms of these factors (Zeichner & Gore, 1990). What is more, it can be seen that their identities describe their teaching styles (Aoki, 2012).…”

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confidence: 99%

The Stories of English Teachers as Learners in Terms of Teacher Socialization

Baz¹

2016

TOJQI

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This study aims to find out whether there is a relationship between the stories of teachers as learners in their socialization process and what kind of differences emerge between novice and experienced teachers in terms of their referring to that process from their perspective. The study was designed qualitatively and data were gathered by semi-structured interviews in order to reveal teachers' stories as learners from their perspectives. Expert judgment was taken and pilot study was conducted before the actual study in order to make sure that the research questions are clear and understandable. Four English teachers from Turkey took part in the study in 2014-2015 spring term. The data were analyzed using content analysis and coding in order to form the recurring patterns from teachers' expressions about teacher stories as learners from the teachers' perspective and find the differences between experienced and novice teachers in terms of referring to teachers' socialization process. The findings indicate that while novice teachers in this study tend to focus on the problems they face and their reflection from their previous stories as learners, experienced teachers tend to talk about their experiences in a paternalistic manner by featuring their personality and self-confidence. The results highlight the prominence that must be given to the stories of teachers as learners and the need for in-depth analysis. Keywords: English teacher socialization, narrative inquiry, the stories of teachers as learners1 The study was presented as a paper presentation at the "PAEDEIA Conference: European Symposium Young Teachers as Change Agents", which was held in Ankara (Turkey) on October 21-23, 2015.

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The Stories of English Teachers as Learners in Terms of Teacher Socialization

Baz¹

2016

TOJQI

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“…At this project's inception, I had initially intended to examine some of the theoretical orientations of instructors who use autoethnography in language learning settings to support learner development. However, workshopping this manuscript with experienced colleagues from the Learner Development special interest group and a reconsidering of my own writerly goals have led me to crafting an autoethnographic reflexive narrative of teacher development, a "looking back at something in order to see oneself emerging" (Johns, 2019, p. 19), and as an opportunity to answer Aoki's (2012) call for teachers to share their stories.…”

Section: Discussionmentioning

confidence: 99%

“…For example, Mynard (2020) recommends autoethnography as a method to investigate student self-access language learning; Alm & Ohashi (2020) use autoethnography to analyze the interrelationship of their experiences as foreign language learners, educators, and researchers; and Sah's (2019) critical autoethnographic study explores his English language learning and adjustment difficulties in the UK. Aoki (2012) explains above that a teacher's professional knowledge is said to be storied. In this case, it can be beneficial for instructors to share their own lived experiences, defined by Chandler and Munday as "personal knowledge gained through direct, first-hand involvement in everyday events rather than through representations constructed by other people" (Chandler & Munday, 2020, p. 594).…”

Section: Introductionmentioning

confidence: 99%

Why I Utilize Autoethnography to Promote Learner Development: A Reflexive Narrative of English Teacher Development

Harrison

2023

LDJ

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The last two decades of learner development scholarship have seen an expansion in applications of autoethnography, a qualitative research method that “seeks to describe and systematically analyze personal experience in order to understand cultural experience” (Ellis et al., 2011). As such, this self-reflexive autoethnography of teacher development traces the evolution of an English language and writing instructor’s exposure to and utilization of autoethnography in writing classrooms around the world. Through a series of written vignettes, I utilize narrative inquiry to highlight my openness to cultural exploration in the English language classroom, explore my tendency to utilize lived experience in academic contexts, and illustrate how this manifested in a critical expressivist curriculum for my university English writing classrooms in Japan, Finland, and the United States. 過去20年間の学習者の成長に関する研究において、「文化的経験を理解するために個人の経験を記述し、体系的に分析しようとする」（Ellis et al., 2011）質的研究の一手法であるオートエスノグラフィーの活用が拡がりを見せている。そのため、この教師の成長に関する自省的なオートエスノグラフィーは、ある英語ライティングの指導者が世界中のライティング教室でオートエスノグラフィーに触れ、活用してきた変遷を辿るものである。一連のヴィネットを通して、ナラティブ的探求を活用し、英語教室における文化探訪に対する私の開放性を強調し、アカデミックな文脈で生きた経験を活用する私の傾向を探り、そしてこのことが、日本、フィンランド、アメリカにおける私の大学英語ライティングの授業で、批判的表現主義カリキュラムにどのように顕れたかを説明する。

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Chapter 12. The role of stories in teacher development

Cited by 2 publications

References 15 publications

The Stories of English Teachers as Learners in Terms of Teacher Socialization

The Stories of English Teachers as Learners in Terms of Teacher Socialization

Why I Utilize Autoethnography to Promote Learner Development: A Reflexive Narrative of English Teacher Development

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