Autobiographical reflections for teacher professional learning

Choi, Tat Heung

doi:10.1080/19415257.2012.737355

Cited by 16 publications

(11 citation statements)

References 13 publications

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“…And because we focus on teacher education, narrative-as a form of critical investigation of the promotion of teacher's agency (Choi, 2013)-composes a method in which each future teacher organizes a process of reflection on their lived experiences, comprehending their educational activity (pedagogical, curricular, organizational, etc. ) and the facts, allowing teachers to look to and talk about their own practice, activating and developing competences to investigate and reflect on their own life experiences.…”

Section: E-issnmentioning

confidence: 99%

“…Based on this, we consider that written narrative is configured as a powerful method for investigating ourselves, our personal and professional concerns (Freitas & Galvão, 2007), as well as for articulating and mobilizing theory with practice (Choi, 2013;Pasternak & Rigoni, 2015), with personal sense and meaning. Narrative, organized with a beginning-middle-end, or situation-transformation-situation, and with a subject, a content, which permits or encourages the projection of human values from the narrative itself (Galvão, 2005), allows us to revisit and analyze the footprints materialized after real opportunities and life experiences, in order to investigate and understand the personal meaning of the teacher education and the space/time of the emergence of the professional identity throughout this education, and thus construct a travel plan to the future.…”

Section: In Search Of Meanings…mentioning

confidence: 99%

“…The balance between theory and practice is especially important for future teachers who, involved in a practice, can diminish the distance between what they know and what they are supposed to know, how they know and how they are supposed to know and, in the end, they comprehend also the utility of the knowledge for the teaching they perform (González Sanmamed & Fuentes Abeledo, 2011). This autobiographical approach to "learning how to teach" and the moments of a narrative's construction are, by themselves, an answer, challenging traditional theories of teachers' knowledge inside the theory-practice dichotomy (Choi, 2013), becoming "hinge" moments which make students reflect and discover what Josso (2004) calls the resources, the projects, the desires who bear the future. In the past, according to his author, we can locate not only the events which happened, but also all the potential that all individuals have to carry on their future existence by desiring and projecting for themselves "the capacity and the competence to always do better" (Correia, 2014, p. 54).…”

Section: Immunity To the Shock With Realitymentioning

confidence: 99%

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‘Pegadas na areia’ de professores ‘caçadores de sonhos’: duas identidades profissionais em (des)construção

2019

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Resumo O texto trata de um processo investigativo de formação profissional concretizada na análise e na reflexão de uma abordagem (auto)biográfica, com duas estudantes, futuras professoras, estabelecendo-se um possível diálogo entre as narrativas elaboradas durante a Prática de Ensino Supervisionada do último semestre do curso de formação. Detalham-se e refletem-se o ser professor como caçador de sonhos em busca das melhores práticas (Marcelo, 2009b; Vaillant & Marcelo, 2015), algumas das pegadas na areia inscritas ao longo da formação inicial (Flores, 2012, 2015) e os trânsitos relacionais da e na docência, que constituem um dos fortes alicerces na formação e no desenvolvimento profissional (Day, 2001; Freitas & Galvão, 2007). Metodologicamente, o estudo assenta no paradigma qualitativo (Bogdan & Biklen, 1994), cujo objetivo principal se focaliza em compreender como é percebida a construção da identidade profissional ao longo da formação inicial de professores, tomando como referência de análise de conteúdo (Bardin, 2009) as narrativas das participantes.

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Section: E-issnmentioning

confidence: 99%

Section: In Search Of Meanings…mentioning

confidence: 99%

Section: Immunity To the Shock With Realitymentioning

confidence: 99%

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‘Pegadas na areia’ de professores ‘caçadores de sonhos’: duas identidades profissionais em (des)construção

2019

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“…Differing trajectories into literacy in English may show the potential impacts of student‐teachers' formative experiences on their consequent classroom practices (Choi, ; Knowles, ) and shed light on the wider circumstances that have affected teachers as they develop stimulating curricula and diverse creative strategies. The narratives of English learning illustrated in the two extracts below were contributed by two finalists of a 4‐year double bachelor's degree programme in English and education studies in a middle‐status university in Hong Kong (a former British colony that reverted to Chinese rule in 1997).…”

Section: Narratives Of English Learningmentioning

confidence: 99%

English Activation Through Art: Tensions and Rewards

Choi

2016

TESOL Journal

Self Cite

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This article describes a unit of work framed by a rationale for activating English language learning through arts‐based practices that are suitable for preservice teachers who are nonnative speakers of English (seeking certification for teaching English as a second language). Because teachers of English are expected to use language arts to promote reading and develop their students' critical thinking skills and creativity, it is essential for them to be equipped with a repertoire of linguistic and cultural resources when they prepare to teach. In response to the frequent incongruity of teacher education with classroom reality, the sample unit of instruction offers practical and interactive activities together with prompts that teachers of English can adapt for their own curricular purposes. Vocabulary and linguistic structures are suggested in the unit plan in order to model effective and autonomous arts‐based classroom teaching. This article contributes to the field through practice‐oriented theorising about arts‐based instruction, which can be unified with academic language development to promote creative teaching and meet the standards‐based needs of the classroom.

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“…Teacher development is a life-long process. When seeking to develop professional competencies, the benefits associated with practice-oriented knowledge are predicated on the notion that teacher self-improvement and empowerment develop through narration, reflection and self-expression [10]. Life stories represent the outward articulation of a teacher's inner scrutiny.…”

Section: Narrative Pedagogymentioning

confidence: 99%

Narratives that Inform Pre-service Secondary English Teachers’ Writing Instruction and Pedagogy

Olan¹

2015

LICEJ

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This qualitative inductive study of pre-service secondary English teachers (PSETs) focuses on ways PSETs think about teaching writing, the kinds of stories they draw on when learning to teach writing and what role, if any, do these stories play in their storied responses during a methods course experience. This study encompasses a convenience sample of four pre-service secondary English teachers' (PSETs) learning, teaching, and writing instruction experiences in their Language and Literacy methods course (LLED XXX). Most preservice secondary teachers (PSETs) have their definition of writing instruction and set out expectations as English teachers before they enter their teaching training programs. Yet at some point during their methods course experience, these expectations seem to change. Findings indicate that PSETs draw on contrasted stories of past and present experiences in one of three thematic categories: stories about a beloved teacher, about writing, and about authenticity. They identify, invoke and note contrasts between their own learning experiences as students, the beliefs they had come to hold about writing instruction and their set out expectations as English teachers via methods courses and preteaching experiences. PSETs storied responses about their writing process and writing instruction depicted a causal relationship characterized as one of mediation and self-discovery.

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Autobiographical reflections for teacher professional learning

Cited by 16 publications

References 13 publications

‘Pegadas na areia’ de professores ‘caçadores de sonhos’: duas identidades profissionais em (des)construção

‘Pegadas na areia’ de professores ‘caçadores de sonhos’: duas identidades profissionais em (des)construção

English Activation Through Art: Tensions and Rewards

Narratives that Inform Pre-service Secondary English Teachers’ Writing Instruction and Pedagogy

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