Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.398357
Title: Narrative study of life stories of student teachers and their pedagogical ciunsellors
Author: Gidron, Ariela.
Awarding Body: University of Sussex
Current Institution: University of Sussex
Date of Award: 2003
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Abstract:
This study is an educational narrative inquiry of life stories of 27 student teachers and 7 pedagogical counsellors in the context of an Israeli teacher education program for the elementary school. From the stance of a teacher-educator researcher I explored the possibilities of understanding studetns and counsellors as other than me. Life stories collected from the concerned group were viewed as granting narrative access into personal realms of meaning, with auto/biographical and ethnographic perspectives used as borrowed conceptual lenses to examine from a new angle, the otherwise taken for granted world of studetns and counsellors. Learning to teach was viewed as a dialectic process of personal construction situated in a socio-cultural context, and story telling, as an inherent cognitive human act of meaning making. The purpose of the research was to reconstruct `glimpses of insight' of worlds of meanings, that were brought into the learning encounter of one studetns teachers' cohort and their pedagogical counsellors, as basis for a possible educative dialogue. The study was defined as an educational, narrative inquiry, situated in a constructivist-interpretive paradigm. The constructivist-interpretive perspective was viewed as a research paradigm and a theory of learning, and the narrative approach - as an alternative mode of knowing and an inquiry method. The educational perspective was underlined by a relational approach. A 3-round-reading interpretive model developed for this study, was used for an initial narrative analysis of the individual stories. The findings ('glimpses of insight') of the initial analysis were presented through a demographic profile of the group, a mosaic-like model of the interpreted data from a bird's eye view, and a detailed analysis of four life illustrations. stories as A second phase critical analysis of the interpreted data followed, out of which three major themes emerged as frames of reference that cut across the stories: 1. Chronology and historical contexts as background to family relationships and heritage. 2. The role of schooling and military service in shaping formal biographies as introduction to early adulthood. 3. Role and meaning of learning, career and family in early and mid adulthood, as it emerged from the life stories of the women of the study. Those themes were critically examined as horizons that delineated possible landscapes of knowing with shared and unshared spaces of meaning in the worlds of studetns and counsellors. The concluding discussion of the thesis focused on three questions: 1. What difference would it make in practice, `knowing' how studetns and counsellors as individuals, placed themselves in their world? 2. How could it influence the researcher's espoused educational assumptions? 3. What would critical pedagogy mean in this context. The significance of the study, I argue, could lie beyond its personal and local context, as the three-round reading model developed for this narrative inquiry could be used not only for research purposes but even more so, for educational purposes of teacher educators, who are interested in getting acquainted with their studetns in ways that are more egalitarian, as a possible basis for an educative dialogue
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.398357  DOI: Not available
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