Abstracts
It has been argued that narrative is a natural way of making sense of experience and that it has a particular value in fostering teachers' reflective thinking. This paper looks at these arguments critically through a study of teachers' responses to narrative writing tasks in coursework. The study focuses on the teachers' perceptions of their enjoyment, anxieties, confidence and understanding in relation to narrative writing before and after the coursework. Findings tentatively indicate that narrative writing did come naturally to most of the teachers but that their responses became more positive as they developed experience in narrative writing within a supportive environment.
reflective writing; narrative; teacher education
Tem sido discutida a idéia de que narrativas são meios naturais de signifcar a experiência, bem como de promover a ação reflexiva dos professores. Este artigo analisa tais argumentos com um olhar crítico, por meio de um estudo das respostas dos professores às narrativas como tarefas de escrita, à guisa de atividade didática. O estudo enfoca as percepções que os professores têm acerca de suas satisfações, ansiedades, confiança e entendimento em relação à escrita narrativa, antes e depois das atividades didáticas. Resultados provisórios indicam que a escrita narrativa emergiu naturalmente na maioria dos professores, mas que suas respostas tornaram-se mais positivas à medida que desenvolveram suas experiências durante a escrita narrativa, em um ambiente favorável.
escrita reflexiva; narrativa; educação continuada
ARTIGOS
Narrative reflective writing: "It got easier as I went along"
Gary BarkhuizenI; Phil BensonII
IUniversity of Auckland
IIUniversity of Hong Kong
ABSTRACT
It has been argued that narrative is a natural way of making sense of experience and that it has a particular value in fostering teachers' reflective thinking. This paper looks at these arguments critically through a study of teachers' responses to narrative writing tasks in coursework. The study focuses on the teachers' perceptions of their enjoyment, anxieties, confidence and understanding in relation to narrative writing before and after the coursework. Findings tentatively indicate that narrative writing did come naturally to most of the teachers but that their responses became more positive as they developed experience in narrative writing within a supportive environment.
Keywords: reflective writing; narrative; teacher education
RESUMO
Tem sido discutida a idéia de que narrativas são meios naturais de signifcar a experiência, bem como de promover a ação reflexiva dos professores. Este artigo analisa tais argumentos com um olhar crítico, por meio de um estudo das respostas dos professores às narrativas como tarefas de escrita, à guisa de atividade didática. O estudo enfoca as percepções que os professores têm acerca de suas satisfações, ansiedades, confiança e entendimento em relação à escrita narrativa, antes e depois das atividades didáticas. Resultados provisórios indicam que a escrita narrativa emergiu naturalmente na maioria dos professores, mas que suas respostas tornaram-se mais positivas à medida que desenvolveram suas experiências durante a escrita narrativa, em um ambiente favorável.
Palavras-chave: escrita reflexiva, narrativa, educação continuada.
Texto completo do artigo disponível apenas em PDF.
Article full text available only in PDF format.
Recebido em maio 2008.
Aprovado em junho 2008.
- Barkhuizen, G. A narrative approach to exploring context in language teaching. English Language Teaching Journal Advance access, doi:10.1093/elt/ccm043, 2007.
- Barkhuizen, G.; Hacker, P. Coffee-shop narrative inquiry: implications for language teacher education. In: Annual Joint Conference of the Linguistics Society of Southern Africa, the Southern African Applied Linguistics Association, and the South African Association for Language Teaching, Anais. Stellenbosch, South Africa, 2008. p. 17-19.
- Bolton, G. Narrative writing: reflective enquiry into professional practice. Educational Action Research, v. 14, n. 2, p. 203-218, 2006.
- Carter, K. The place of story in the study of teaching and teacher education. Educational Researcher, v. 22, n. 1, p. 5-18, 1993.
- Connelly, F.M.; Clandinin, D.J. Stories of experience and narrative inquiry. Educational Researcher, v. 19, n. 5, p. 2-14, 1990.
- Clandinin, D. J.; Connelly, F. M. Narrative inquiry: experience and story in qualitative research. San Francisco: Jossey-Bass Inc, 2000.
- Farrell, T.S.C. Reflective language teaching: from research to practice. New York: Continuum, 2008.
- Golombek, P.R.; Johnson, K.E. Narrative inquiry as a mediational space: examining emotional and cognitive dissonance in second-language teachers' development. Teachers and Teaching: Theory and Practice, v. 10, n. 3, p. 307-327, 2004.
- Johnson, K.E. The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, v. 40, n. 1, p. 235-257, 2006.
- Lyons, N.; LaBoskey, V. K. (Ed.). Narrative inquiry in practice: advancing the knowledge of teaching. New York: Teachers College Press, 2002.
- Miles, M.B.; Huberman, A.M. Qualitative data analysis. 2nd ed. Thousand Oaks: Sage Publications, 1994.
- Polkinghorne, D. E. Narrative knowing and the human sciences Albany, NY: State University of New York Press, 1988.
- Richards, J.C.; Lockhart, C. Reflective teaching in second language classrooms Cambridge: Cambridge University Press, 1994.
- Sartwell, C. Frankie, Oprah and me: The limits of narrative. Narrative Inquiry, v. 16, n. 1, p. 156-163, 2006.
- Schiff, B. The promise (and challenge) of an innovative narrative psychology. Narrative Inquiry, v. 16, n. 1, p. 19-27, 2006.
- Schon, D.A. Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass, Inc, 1996.
Publication Dates
-
Publication in this collection
16 Apr 2013 -
Date of issue
2008
History
-
Accepted
June 2008 -
Received
May 2008
