Just a little story: the use of stories to aid reflection on teaching in higher education

Making Space for the Imagination: Observations for tutors engaged in self-study

“…54 -74). The latter relates to the "little stories" that I have discussed elsewhere (Burchell & Dyson, 2000), working with ways of surfacing tacit understanding as a basis for reflection (Schön, 1983). In this paper, I discuss how I developed a form of nondiscursive writing that enabled me to "recollect" something of the quality of my way of being.…”

“…For example, I drew on anecdotes about my experience of supervision, translating these into "little stories." These allowed me to see the value base and my personal engagement with tutoring more clearly than in the journal accounts, a form of professional learning discussed in Burchell and Dyson (2000). There was also a group-based inquiry strand.…”

Stories return personal narrative ways of knowing to the professional development of doctoral supervisors

“…However, supervisor professional development programs rarely employ storied approaches (for exceptions see Brew and Peseta 2004;Burchell and Dyson 2000;Manathunga 2005). Yet, Linden's argument (1999, 351) that 'narratives have considerable potential to sensitise supervisors to aspects of their role, and hence to enhance the quality of supervision', and Brew and Peseta's (2004, 19) finding that writing stories about supervision can 'challenge underlying conceptions' and result in qualitative changes in supervisors' thinking, suggest further investigation of storied approaches to supervisor development is warranted.…”

Using Imagination to Engage Future Teachers in a Critical Pedagogy in the Tertiary Classroom

“…The following extract from Lynne's journal gives an insight into the intense teacherly work which is involved in 'reading' the class and drawing upon a reservoir of teacherly knowledge, regardless of the strategy used. As an instance of a teacher's story (see, for example, Jalongo & Isenberg, 1995;Burchell & Dyson, 2000), this extract allows us to see inside the teacher's head as she reflectively ascribes meaning to events and personal actions in lived classroom experiences. The story combines remembering, thinking, feeling, criteria of successful pedagogy, the abstract and the concrete.…”