Hayler / Moriarty Self-Narrative and Pedagogy

Stories of Experience within Teaching and Learning
1. Auflage 2017
ISBN: 978-94-6351-023-3
Verlag: SensePublishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 153 Seiten

Reihe: Studies in Professional Life and Work

In this book, teachers from a variety of backgrounds reflect upon their journeys into and within teaching to discuss the impact of their diverse experiences on the ways in which they teach. The authors adopt a variety of autoethnographic approaches in telling stories of transition and profound transformation as they each discuss how certain events in their lives have shaped their professional identities and methods of teaching. In telling their stories they also tell stories of the culture and process of education. This offers the opportunity to consider the narratives as examples of how individuals and groups respond in different ways to institutional and national policies on education. In these chapters, the authors offer illumination from a number of perspectives, of how practitioners of education make meaning of their lives and work in our changing times. By capturing these personal stories, this book will inform and support readers who are studying to become teachers and those already working in education by developing their understanding and empathy with the role. Autoethnography can develop self-knowledge and understanding in the reader and writer of such texts, offering unique insights and individual ways of being that will benefit students and staff in a range of educational settings. This book values the telling and sharing of stories as a strategy for enabling teachers to learn from one another and help them to feel more supported. The book will be useful for teachers and teacher educators, students of education, and all researchers interested in autoethnography and self-narrative.

Autoren/Hrsg.

Hayler, Mike

Moriarty, Jess

Inhaltsverzeichnis

1;TABLE OF CONTENTS;8
2;1. THIRTY TWO WAYS TO TELL A STORY OF TEACHING:Self-Narrative and Pedagogy;10
2.1;BREAKING THE UNION;10
2.2;THE STORIES WE TELL;12
2.3;WHERE DID WE GET TO?;15
2.4;TEACHING ROUND THE CORNERS;19
2.5;NOTE;21
2.6;REFERENCES;21
3;2. NO CRAFT MORE PRIVILEGED;23
3.1;A CLASSICAL GRAMMAR SCHOOL EDUCATION;24
3.2;CLASS AND CAMBRIDGE;27
3.3;LEARNING A CRAFT;28
3.4;WHATEVER CAN ME MEASURED CAN BE MANAGED;33
3.5;‘FRESH WOODS AND PATURES NEW’;34
3.6;NOTES;36
3.7;REFERENCES;36
4;3. PROJECT TIME-TRAVEL:Reflections on Learning by Revisiting Childhood School Projects;38
4.1;INTRODUCTION;38
4.2;PART ONE: THE PROJECT;41
4.3;PART TWO: THE MUSEUM OF GRIEF;43
4.4;PART THREE: DUPLICATING SPIRITS;45
4.4.1;London Folder;46
4.4.2;The Creation;46
4.4.3;Woman and Her Fight for Freedom;48
4.5;(IN)CONCLUSION: ENDINGS;49
4.6;NOTES;50
4.7;REFERENCES;51
5;4. TOILETS ARE THE PROPER PLACE FOR ‘OUTPUTS’!: A Tale of Knowledge Production and Publishing with Studentsin Higher Education;52
5.1;PART ONE: THE PRESENTATION;52
5.1.1;Nurturing Co-Construction;52
5.1.2;Benefits;54
5.1.3;Challenges;56
5.1.4;In Conclusion…;58
5.1.5;The Invitation;58
5.1.6;Troubling the Neoliberal Agenda;58
5.1.7;Co-Inquiry as Critical Consciousness;59
5.1.8;Whose Story Is It?;60
5.1.9;Kindness versus Reptilian Survival;61
5.1.10;The Biographical Self as Convenient Fiction;61
5.2;ACKNOWLEDGEMENTS;62
5.3;REFERENCES;62
6;5. BEGINNING TO UNRAVEL A NARRATIVE TENSION IN MY PROFESSIONAL LEARNING ABOUTTEACHING WRITING;65
6.1;PRELUDE: INTRODUCING MY WRITER-TEACHER SELF;65
6.2;SETTING THE SCENE FOR THIS CHAPTER;68
6.3;GETTING STARTED ON A NARRATIVE INQUIRY INTO MYPROFESSIONAL LEARNING;69
6.4;RETRACING MY PROFESSIONAL LEARNING ABOUT THETEACHING OF WRITING;70
6.5;EXPLORING MY PROFESSIONAL LEARNING THROUGH POETRY;73
6.6;MOVING TOWARDS UNDERSTANDING WHAT WAS PREVIOUSLYHIDDEN AND UNCLEAR;78
6.7;POSTCRIPT: VALUING POETIC PROFESSIONAL LEARNING;84
6.8;ACKNOWLEDGEMENTS;85
6.9;NOTES;85
6.10;REFERENCES;85
7;6. WORMS, BIRDS AND RABBITS – PIGS AND DRAGONS:Thoughts on Teaching and Learning;89
7.1;INTRODUCTION;89
7.2;FAMILY STORIES, READING AND WRITING;89
7.3;HIGH SCHOOL;92
7.4;UNIVERSITY – ESSAYS AND ANXIETY;93
7.5;HOW DID PSCHOTHERAPY HELP ME TO BECOME A PLAYWRIGHT, AND TO TEACH AND HELP WRITERS TO WRITE THEIR OWN STORIES?;95
7.6;WORKING WITH WRITERS;95
7.7;RETURN TO ACADEMIA;99
7.8;REFERENCES;100
8;7. REFRAMING IDENTITY:Exploring My Pedagogy through Memories of the Past;101
8.1;INTRODUCTION;101
8.2;EARLY LEARNING: NOW AND THEN;101
8.3;THEORY INTO ACTION;104
8.4;BRINGING IT ALL BACK HOME;109
8.5;REFERENCES;112
9;8. HOW THE HELL DID I END UP TEACHING?;114
9.1;INTRODUCTION;114
9.2;THE SEARCH FOR A POST;117
9.3;THE INTERREGNUM;120
9.4;MY TIME AT NUNTHORPE – PRACTICE VS CAREER;121
9.5;A CAREER PATH EMERGES;122
9.6;FREELANCING AND BEYOND;125
9.7;REFERENCES;126
10;9. ODYSSEY OF THE SOUL:My Journey into Teaching;128
10.1;INTRODUCTION;128
10.1.1;In the Beginning;128
10.2;AUTOETHNOGRAPHY;129
10.2.1;Dinner;132
10.3;PERFORMANCE TEXTS;132
10.4;April 19th;135
10.5;WHY THIS ALL MATTERS;136
10.6;REFERENCES;138
11;10. SOARING AND TUMBLING:An Autoethnography from Higher Education;140
11.1;SUMMER;140
11.2;I HATE TEACHING;141
11.3;AUTOETHNOGRAPHIES;143
11.4;DISCOVERY;144
11.4.1;Summer ‘82;145
11.5;MOVING ON;145
11.5.1;The Learner;148
11.6;WHEN THE HOLIDAY IS OVER;149
11.7;CONCLUSION;150
11.8;REFERENCES;151
12;ABOUT THE AUTHORS;152