Re-Storying Practice: Using Stories about Students to Advance Mathematics Education Reform

Autor/inn/en	Sengupta-Irving, Tesha; Redman, Elizabeth; Enyedy, Noel
Titel	Re-Storying Practice: Using Stories about Students to Advance Mathematics Education Reform
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 31 (2013), S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2012.10.007
Schlagwörter	Interviews; Surveys; Inservice Teacher Education; Teacher Educators; Teacher Behavior; Teaching Methods; Learning Processes; Video Technology; Educational Change; Mathematics Education; Elementary School Teachers; Story Telling; Instructional Innovation; Mathematics Instruction; Definitions; Literary Genres; Learning Activities; Literary Devices + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Lehrerfortbildung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teacher behaviour; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Bildungsreform; Mathematische Bildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Educational Innovation; Bildungsinnovation; Mathematics lessons; Mathematikunterricht; Begriffsbestimmung; Literarische Form; Lernaktivität; Literaturarbeit
Abstract	We apply a literary definition of story (struggle, protagonist, and resolution) to an American primary school teacher's reflections on experimenting with new teaching practices. This definition makes issues of equity explicit and revealed what the teacher saw as possible for changing her practice. By re-storying her stories--offering evidence from interviews, video, and surveys to affirm or complicate interpretations--we consider the power of storytelling to deepen commitments to reform and challenge skepticism. When done collaboratively between teacher educators and teachers, restorying could be a generative analytic process of learning from practice. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10