Jones, Janice Kathleen (2008) The storied self: deconstructing the constructivist teacher. In: 4th International Congress of Qualitative Inquiry: Ethics, Evidence and Social Justice, 14 - 17 May 2008, University of Illinois, Urbana-Champaign.
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Abstract
[Abstract]: Writing as research supports a teacher-researcher’s inquiry into and articulation of her experiences, philosophies and practices of pedagogy. She uses auto-ethnographic and narrative inquiry as a lens through which she explores place, time, space, and inter-personal and intra-personal relationships in the contexts of her role as a university educator of pre-service teachers, and during her practitioner research in an alternative community school with an entirely play-based curriculum. Reflexive inquiry has the potential to transform her personal philosophy and practice of pedagogy. While there is a growing body of research into the use of reflexive practice as a pedagogical tool, few researchers have documented the impact upon pedagogy of narrative inquiry into the third space created by an educator's transition between traditional and non-traditional educational places. This paper documents the process of research and a preliminary analysis of a bricolage co-constructed by the researcher and the school community. The multiple voices of that narrative are situated in space and place, providing a crystallized lens through which the teacher-researcher's personal pedagogies are interrogated during the research process, with the potential to transform her philosophy and practice of teaching.
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| Item Type: | Conference or Workshop Item (Commonwealth Reporting Category E) (Paper) |
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| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | No evidence of copyright restrictions on web site. Abstract only available. |
| Depositing User: | Ms Janice Jones |
| Faculty / Department / School: | Historic - Faculty of Education |
| Date Deposited: | 01 Sep 2008 05:09 |
| Last Modified: | 01 Oct 2014 04:30 |
| Uncontrolled Keywords: | narrative inquiry, education, non-traditional schools, community schools, qualitative research, reflexive inquiry, auto-ethnography, third space, bricolage, pedagogy, play-based curriculum, |
| Fields of Research : | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| URI: | http://eprints.usq.edu.au/id/eprint/4347 |
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