'There's not much room for anything to go amiss' : narrative and arts-based inquiry in teacher education

Drawings offer new possibilities to develop understandings about how pre-service teachers experience becoming a teacher. It is in drawings that often 'those elusive hard-to-put-into-words' aspects of the self appear to add to the developing story of what it is to become a teacher. Using a...

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Bibliographic Details
Published in:Issues in educational research 2011-01, Vol.21 (2), p.130-144
Main Author: Glass, Christine
Format: Article
Language:English
Subjects:
Art Products
Australia
Data collection
Educational Practices
Educational Research
Foreign Countries
Freehand Drawing
Grade 2
Graphs
Learning Processes
Narratives
Postsecondary education
Preservice Teacher Education
Preservice Teachers
Research Methodology
Researchers
Student experience
Student teachers
Studies
Teacher education
Teacher identity
Teaching
Teaching Methods
Teaching profession
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Summary:Drawings offer new possibilities to develop understandings about how pre-service teachers experience becoming a teacher. It is in drawings that often 'those elusive hard-to-put-into-words' aspects of the self appear to add to the developing story of what it is to become a teacher. Using a triangulated approach to the research process of narrative, drawings and graphing, a Graduate Diploma of Education Primary pre-service teacher from a Western Australian university was asked to envision himself as a teacher, and to draw that vision. This vision tells us much about 'the multiple contexts' in which the teacher self is being formed and how the pre-service teacher envisioned, reflected, related to, and felt about the journey he undertook. Drawings and other arts based methodologies were employed understand whether his understandings of his developing teacher self were matched with his experience, to develop insights into the teacher he was becoming. [Author abstract, ed]
ISSN:1837-6290
0313-7155
1837-6290