Documente Academic
Documente Profesional
Documente Cultură
27
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For 2007 there are 3 issues: Sep., June, March
ABSTRACT
Every way of thinking is both premised on and generative of a way of naming that
reflects particular underlying convictions. Over the last 15 years, a way of thinking
has reemerged that strives to reposition students in educational research and reform.
Best documented in Australia, Canada, England, and the United States, this way of
thinking is premised on the following convictions: that young people have unique
perspectives on learning, teaching, and schooling; that their insights warrant not only the
attention but also the responses of adults; and that they should be afforded opportunities
to actively shape their education. Although these convictions mean different things to
different people and take different forms in practice, a single term has emerged to capture
a range of activities that strive to reposition students in educational research and reform:
"student voice." In this discussion the author explores the emergence of the term "student
voice," identifies underlying premises signaled by two particular words associated with the
term, "rights" and "respect," and explores the many meanings of a word that surfaces
repeatedly across discussions of student voice efforts but refers to a wide range of
practices: "listening." The author offers this discussion not as an exhaustive or definitive
analysis but rather with the goal of looking across discussions of work that advocates,
enacts, and critically analyzes the term "student voice."
ABSTRACT
• CATHY COULTER1,
• CHARLES MICHAEL2 &
• LESLIE POYNOR3
• 1
Arizona State University
Glendale, AZ, USA
2
University of New Mexico
Albuquerque, NM, USA
3
University of Connecticut
Storrs, CT, USA
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.
Abstract
This article addresses a key contrast in how teachers may regard the uncertainties of
their work, considering how an orientation to uncertainty can be regarded as a
decision-making style. Through the use of case studies, the author contrasts two
teachers. One is oriented toward uncertainties in her work and describes her herself
as being always "on the edge" of her capabilities, constantly seeking out perspectives
that differ from and challenge her own and remaining vigilant to the need for
improvising to respond to the circumstances of the moment. The other is oriented
away from uncertainties and describes herself as prepared and deliberate; committed
to achieving outcomes in line with her articulated goals and purposes; and purposeful
about which unresolved questions she chooses to pursue. This contrast has
implications not only for how these teachers make decisions and view their
professional growth, but also for how some teachers may be understood, and
misunderstood, by others. In a culture that often seeks to ignore pervasive moral
ambiguities and focuses instead on questions for which there are easily identifiable
answers (Cuban, 1992), an orientation toward uncertainty is more likely to be
devalued or seen as an indication that one is not teaching well. Identifying these
different approaches to decision-making styles enables us to appreciate the integrity
and strength of each, as well as the limitations of each, suggesting new possibilities
for research and for teachers’ professional development.