课程建设过程中的叙事探究,基于教师培训过程中新兴教师的经验叙述

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Luis Gabriel Porta Vazquez, María Cristina Sarasa Muñiz
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引用次数: 0

摘要

本文对英语教师教育课程中的形成经验进行了叙事性探究,即叙事教学法。这些构成了学生生活展开的场所,并通过共同撰写的文本来表达他们的故事经历的意义。作为作者和参与者研究者,我们在阿根廷一所州立大学的24名本科生最初的英语教师教育背景下,接受了一个关于成为和感受的课程本体论。我们的研究问题涉及学生在教育过程中对良好教学的叙述如何交织在一起。我们将课程定义为一种共同建构,其主体产生个人实践知识。它值得本体论的关怀、认识论的尊重,并参与关系伦理学,表现为课程对传奇生活和经历的敏感性。叙事探究作为叙事教育学,使我们能够在24名学生共同讲述的故事中交织出关于良好教学的叙事线索。对生活的具体理解,以及对良好教学的了解,都是从这些故事线索中产生的。最后,我们讨论了我们的叙述的含义,因为它们公开检索了关于初级课程中良好教学意义的亲密、往往是沉默的经历。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Una indagación narrativa en los procesos de construcción curricular a partir de relatos de experiencias de docentes en ciernes durante la formación del profesorado
This paper engages in a narrative inquiry as narrative pedagogy into formative experiences in English teacher education curricula. These constitute sites where students’ lives unfold and are expressed through co-composed texts negotiating meanings of their storied experiences. As authors and participant researchers, we embrace a curricular ontology of becoming and feeling with 24 undergraduates in the context of their initial English-language teacher education in an Argentinean state university. Our research question concerns the ways in which our students’ narratives on good teaching become intertwined and emplotted during their education. We define curriculum as a co-construction whose protagonists generate personal practical knowledge. It deserves ontological care, epistemological respect, and engagement in relational ethics manifested in curricular sensitivity towards storied lives and experiences. Narrative inquiry as narrative pedagogy allowed us to interweave narrative strands about good teaching expressed in the 24 students’ co-narrated stories. Embodied understandings about living, and knowing about, good teaching emerge from these storied threads. We conclude by discussing the implications of our narratives as they publicly retrieve intimate, often silenced, experiences about the meanings of good teaching in initial formation curricula.
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来源期刊
Aula Abierta
Aula Abierta EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
10.00%
发文量
35
期刊介绍: Aula Abierta es una revista científica semestral (enero-junio y julio-diciembre) que publica artículos inéditos sobre Educación, de carácter empírico o teórico, en español o inglés, relevantes para los investigadores o los profesionales de la Educación, a quienes va dirigida la revista. Más del 75% de los artículos publicados serán trabajos empíricos, que comuniquen resultados de investigación originales. El resto, trabajos descriptivos sobre experiencias educativas innovadoras o de naturaleza teórica, serán publicados solo por propuesta o solicitud previa del Equipo de Dirección de la revista. El objetivo principal de Aula Abierta es contribuir a la difusión de la investigación educativa de calidad que se realiza en España. No obstante, la revista también está abierta a la publicación puntual de trabajos internacionales, que resulten de especial interés y supongan una contribución relevante al campo de la Educación.
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