Autobiographical reflections for teacher professional learning

Research output: Contribution to journalArticlepeer-review

11 Citations (Scopus)

Abstract

This article is based on the principle that teacher development is a life-long process when seeking to develop professional competencies. With the changing views of teacher education as background, the benefits to teachers associated with practice-oriented knowledge are predicated on a measure of empowerment through narration, self-expression and reflection. A life-story may represent the outward articulation of a teacher's inner scrutiny, and demonstrate the 'we-experience' of a professional learning community arising out of its social structures and processes. Using autobiography as pedagogy, the article focuses on what a particular teacher's narrative is expressing, how it is demonstrating that belief or life value, and why this process is worthwhile for professional learning. Such an autobiographical approach to 'learning to teach' is itself one response challenging the traditional theories of teacher knowledge within the theory-practice dichotomy.

Original languageEnglish
Pages (from-to)822-840
Number of pages19
JournalProfessional Development in Education
Volume39
Issue number5
DOIs
Publication statusPublished - Nov 2013

Scopus Subject Areas

  • Education

User-Defined Keywords

  • autobiographical reflections
  • experiential pedagogies
  • teacher professional learning

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