Narratives in teacher professional development and metaphors facilitators live by
2011-11
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Narratives in teacher professional development and metaphors facilitators live by
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2011-11
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Abstract
Narrative Inquiry immerses participants and researchers in relational examination of
shared lived experiences. Using narrative as both the phenomena and method of study
(Connelly & Clandinin, 2000), I sought to uncover metaphors as embodied and enacted
in the storied experiences of four professional developers facilitating teacher learning in
the Cultural Relevance in Science Pedagogy (CRISP) action research network. The
overarching question for the inquiry was: What metaphors are lived (embodied and
enacted) in the practice of professional developers when working toward cultural
relevance in science pedagogy? Additional questions were: How do metaphors lived in
predominant academic discourses, shape facilitators’ thoughts and actions? What other
kinds of metaphors influence educational researchers’ academic discourses and
facilitators’ conceptions of teacher professional development? How does collaborative
work with facilitators to identify metaphor in their practice contribute to a) facilitator professional learning and b) teacher professional development research? Field texts negotiated with each facilitator entailed: participant observation at
local meetings, audio recording of facilitator-led meetings, observation notes, facilitator
interviews, transcribed facilitator teleconferences, pre/post surveys, and teacher exit
interviews. Using a holistic analytic approach provided by Connelly and Clandinin’s
(2006) commonplaces of temporality, sociality, and place, I analyzed the storied
experiences of four facilitators; negotiated lived metaphors to highlight elements of
each participant’s practice, and re-storied the field texts for presentation in the form of
narrative. Participants were engaged relationally throughout the narrative inquiry to
assure the metaphors identified represented their lived experiences in CRISP.
Description
University of Minnesota Ph.D. dissertation. November 2011. Major: Education, Curriculum and Instruction. Advisors: Mistilina Sato, Ph.D. and Timothy Lensmire, Ph.D. 1 computer file (PDF); viii, 254 pages, appendices A-O.
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Ernst, Stacy A.. (2011). Narratives in teacher professional development and metaphors facilitators live by. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/119327.
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