Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education

Mitton-Kukner, Jennifer; Nelson, Carla; Desrochers, Claire

doi:10.1016/j.tate.2010.01.001

Cited by 42 publications

(18 citation statements)

References 6 publications

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“…language variations, accents, diverse cultural practices and values) in many communities. This enhances mutual intercultural understanding (Dull, 2009), enables all parties to appreciate cultural diversity (Mitton-Kükner, Nelson, & Desrochers, 2010) and strengthen intercultural awareness while engaged in intercultural interaction. African refugees relocating to the United States experience communication and cross-cultural challenges, particularly feeling socially rejected and isolated, and emotionally negative, along with www.ccsenet.org/elt English Language Teaching Vol.…”

Section: Theoretical Considerationmentioning

confidence: 99%

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

Ping¹

2014

ELT

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This paper examines a good practice for service learning that has been implemented for years in TESOL Internship, a professional unit for students doing Master of Arts (MA) in Teaching English to Speakers of Other Languages (TESOL) at a major university in Australia. The author has investigated and identified three key features of a good practice in service learning, including critical reflection, community engagement and intercultural communication, which are evidenced in student service learning in various English language centres in Great Western Sydney. Data are collected from student reports, supervising teachers' reports and comments, weekly workshop discussions and emails. Using constructivist grounded theory (Glaser & Strauss, 1967), the author conducts thematic analysis to code the data, categorizes them into key themes for critical analysis. The results show that during their practicum period TESOL student teachers critically reflect on their observation experience and participate in curriculum-relevant and extra-curriculum activities, particularly their own teaching practices drawing on relevant TESOL theories and communicating with their peers and mentors. Furthermore they come to understand local communities better as they are actively engaged in interacting with members of local communities. Finally their intercultural awareness is enhanced through regular and active intercultural communication with people of diverse language and cultural backgrounds. Opportunities and challenges for good service learning practices are also discussed.

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Section: Theoretical Considerationmentioning

confidence: 99%

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

Ping¹

2014

ELT

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“…The role of narratives in contextualizing teacher experience and shaping teacher identity was pointed out by many authors (Babiaková 2009;Crandall 2000;Gabryś-Barker 2012;Gade 2011;Javornik Krečič 2010;Mann 2005;Mitton-Skükner et al 2010;Montalbano, Ige 2011;Sinclair Bell 2002;Xu, Connelly 2009;Tabor 2008;Werbińska 2007;.…”

Section: Narrative Inquiry -A Means For Teacher Professional Developmentmentioning

confidence: 99%

“…narrating the past and anticipating the future. J. Mitton-Skükner, C. Nelson and C. Desrochers (2010Desrochers ( : 1168 stress the role of de-storying (restorying). Restorying is different from and more than the completion of self-evaluation or an evaluation self-check.…”

Section: De-storyingmentioning

confidence: 99%

“When a foreign language learner becomes a foreign language teacher…” – A cross-cultural study into the affective domain of teaching

2012

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ABSTRACT. The aim of this paper is to characterize early experiences of future teachers of English in Polish and Turkish contexts; describe their emotions and attitudes as well as analyze their evaluations of the past situations. When a foreign language learner becomes a foreign language teacher…, firstly s/he has to transform from a FL student to a FL teacher, develop the ability to talk about one's early experiences and relate them to future growth. In this sense, narrative inquiry largely helps in contextualizing and transforming one's experience. The data collected for the study involve narratives produced by Turkish and Polish teacher trainees.

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“…Re-storying has appropriately been regarded as a form of "identity work," as it enables individuals to alter their perceptions and sense of being (Mitton-Kukner et al, 2009, p. 1168. Mitton-Kukner et al (2009) provide one such example of a teacher who is able to question the stereotypical assumptions she had made of one Aboriginal student's learning style, by paying closer attention to how this student interacted with his peers.…”

Section: Re-storying For Being and Becomingmentioning

confidence: 99%

“…Mitton-Kukner et al (2009) provide one such example of a teacher who is able to question the stereotypical assumptions she had made of one Aboriginal student's learning style, by paying closer attention to how this student interacted with his peers. By exploring this inconsistency between her desires for openness and her actual stereotypical mind-set, she is able to modify her thoughts and actions and renegotiate her identity as a self-reflective and critical practitioner.…”

Section: Re-storying For Being and Becomingmentioning

confidence: 99%

Revisiting and Rewriting Early Career Encounters: Reconstructing one ‘Identity Defining’ Moment

Yoo

2011

AJTE

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Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education

Cited by 42 publications

References 6 publications

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

One Stone, Two Birds: Maximizing Service Learning Outcomes through TESOL Practicum

“When a foreign language learner becomes a foreign language teacher…” – A cross-cultural study into the affective domain of teaching

Revisiting and Rewriting Early Career Encounters: Reconstructing one ‘Identity Defining’ Moment

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