Open AccessMaking Education Law Meaningful to Beginning Teachers: A Narrative Inquiry
Author(s) -
Julian Kitchen
Publication year - 2013
Publication title -
in education
Language(s) - English
Resource type - Journals
ISSN - 1927-6117
DOI - 10.37119/ojs2010.v16i2.104
Subject(s) - narrative , narrative inquiry , pedagogy , context (archaeology) , constructivist teaching methods , sociology , space (punctuation) , teacher education , mathematics education , teaching method , psychology , philosophy , linguistics , history , archaeology
Teacher education classes are contested spaces. Professors interested in reforming content, pedagogy and assessment must wrestle with their own internal tensions and the culture of their institutions in order to make a difference. In this paper, a teacher educator uses narrative inquiry to frame his efforts to become a constructivist professor of education law. Critical tensions are examined using a three-dimensional narrative inquiry space: looking inward, outward, backward, and forward. Critical reflections, written over several years, are used to situate the tensions experienced in this case into the broader context of the author’s career journey.Keywords: teacher education; reform; narrative inquiry; constructivist; education law