USING NARRATIVE PEDAGOGY TO IMPROVE LEARNING AND PRACTICE AMONG PRESERVICE TEACHERS
Format Type
Plenary
Format Type
Paper
Start Date
14-1-2021 1:30 PM
End Date
14-1-2021 1:50 PM
Abstract
This study set out to explore preservice teachers’ and the teacher educator’s experience of using a narrative pedagogical approach in one of the course within the teacher education program. In addition, the study also sought to understand how the teacher educator evaluated preservice teachers’ learning outcomes following the enactment of narrative pedagogy. The participants were nine preservice teachers in their 5th semester of their teacher education program. Ricoeur’s framework of the prefigured and configured arena of education was used to analyze the rich interview and reflective data which emerged. Prefigured arena encompassed an environment which is taken-for-granted, therefore when narrative pedagogy was conducted, the preservice teachers’ learning arena was ‘shaken’ and they felt challenged to take greater responsibly, felt anxious and felt insecure about learning in the new way. The configured arena is the bridge from ‘what has been done’ to accepting a new way of doing. As the weeks passed, the configured arena begun to emerge when the preservice teachers begun to learn through listening the ‘act of practice’ and their roles of teaching began to surface. The preservice teachers have interpreted and discussed ‘lived’ stories and this has shifted the way they think about teaching. Similarly, the teacher educator developed new insights into the new way of approaching teacher education. The most common methods and tools used by the teacher educator to determine if new learning has taken placed was through written narratives, class discussion, and preservice teachers’ self-evaluations.
Keywords
Teacher education, narrative pedagogy, Ricoeur’s framework
ORCID ID
0000-0001-7994-3164
USING NARRATIVE PEDAGOGY TO IMPROVE LEARNING AND PRACTICE AMONG PRESERVICE TEACHERS
This study set out to explore preservice teachers’ and the teacher educator’s experience of using a narrative pedagogical approach in one of the course within the teacher education program. In addition, the study also sought to understand how the teacher educator evaluated preservice teachers’ learning outcomes following the enactment of narrative pedagogy. The participants were nine preservice teachers in their 5th semester of their teacher education program. Ricoeur’s framework of the prefigured and configured arena of education was used to analyze the rich interview and reflective data which emerged. Prefigured arena encompassed an environment which is taken-for-granted, therefore when narrative pedagogy was conducted, the preservice teachers’ learning arena was ‘shaken’ and they felt challenged to take greater responsibly, felt anxious and felt insecure about learning in the new way. The configured arena is the bridge from ‘what has been done’ to accepting a new way of doing. As the weeks passed, the configured arena begun to emerge when the preservice teachers begun to learn through listening the ‘act of practice’ and their roles of teaching began to surface. The preservice teachers have interpreted and discussed ‘lived’ stories and this has shifted the way they think about teaching. Similarly, the teacher educator developed new insights into the new way of approaching teacher education. The most common methods and tools used by the teacher educator to determine if new learning has taken placed was through written narratives, class discussion, and preservice teachers’ self-evaluations.