Letting Experience in at the Front Door and Bringing Theory through the Back: Exploring the Pedagogical Possibilities of Situated Self-Narration in Teacher Education

Autor/in	Iftody, Tammy
Titel	Letting Experience in at the Front Door and Bringing Theory through the Back: Exploring the Pedagogical Possibilities of Situated Self-Narration in Teacher Education
Quelle	In: Teachers and Teaching: Theory and Practice, 19 (2013) 4, S.382-397 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2013.770229
Schlagwörter	Experiential Learning; Personal Narratives; Memory; English Teachers; Identification (Psychology); Theories; Autobiographies; Teacher Education; Reading Habits; Females; Feminism; Teaching Methods + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Erlebniserzählung; Gedächtnis; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Theory; Theorie; Autobiography; Autobiografie; Autobiographie; Lehrerausbildung; Lehrerbildung; Reading habit; Lesegewohnheit; Weibliches Geschlecht; Feminismus; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	As a means of exploring what "learning through experience" in teacher education might look like, situated self-narration is both conceptualized and performed here as the discursive practice through which already familiar and remembered experience may re-presented and re-organized from a forward-looking vantage point. Drawing on poststructuralist views of language and subjectivity and framed by a "pedagogy of possibility" (Simon, 1992), situated self-narration involves three main discursive strategies: interruption, interrogation and interpretation. By way of illustration, I use memory to interrupt my relationship to the dominant narrative of "English Teacher as avid reader" and interrogate my everyday experiences of being a girl as mediated by popular culture, in both cases, drawing on a poststructuralist understanding of identity as an evolving constellation of discursive practices and foregrounding the distinctive qualities of one's experiences as a possible source of agency. I consider the pedagogical possibilities of such identity work in the context of English teacher education, specifically in terms of teaching theory through the back door (Luke, 1993). I engage what it means to say that the way we "word the world" matters (St. Pierre, 2000) through my own interpreted experience as an evolving yet situated subjectivity; a consciousness-that-teaches. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10