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Voices

 

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_ Voices, conversation and community Some voices from the profession Voice and teacher narrative Teacher narrative as contribution to professional conversation Language mediating teacher voice in narratives Language mediating teacher voice in narratives Contesting the notion of ‘voice’ in teacher narratives Teacher conversation as counterpoint Page 9 Page 10 Page 11 _
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voices

voice and teacher narrative

The issues of professional identity and teacher voice have been important in English teaching communities for many years. The burgeoning interest in teacher narrative as a way to inquire into and ‘story’ teacher knowledge and identity, has sometimes tended to celebrate the ‘voice’ of the teacher. We can think of the work of Clandinin and Connelly (Monash users click here to access chapter
Email http://images.lib.monash.edu.au/edf6001/04109970.pdf  )

One theory of educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. …. This general notion translates into the view that education is the construction and reconstruction of personal and social stories; teachers and learners are storytellers and characters in their own and others’ stories (p. 2).

(Stories of experience and narrative inquiry, 
Educational Researcher, 19.5, June / July 1990, p. 2)

 

Have you found it worthwhile to read other teachers’ narratives? What teacher narratives have you found valuable or meaningful in reflecting on your professional work and lives? Can you provide a few sentences to explain how it has been valuable or meaningful for you?

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_ Voices, conversation and community Some voices from the profession Voice and teacher narrative Teacher narrative as contribution to professional conversation Language mediating teacher voice in narratives Language mediating teacher voice in narratives Contesting the notion of ‘voice’ in teacher narratives Teacher conversation as counterpoint Page 9 Page 10 Page 11 _
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voices
If standards could be used to promote genuine professional development, improve knowledge of teaching practice and raise the professional standing of teachers, I welcome them. If all teachers could be involved in the kind of collaborative, productive development of literacy teaching standards we were involved in with STELLA – fantastic.

Robyn Perkins 2000

 

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