Writing Toward Knowing

• In Event: Writing to Learn and Writing to Know: Self-Study and the Self as Text

Abstract

This paper considers the way writing makes a space for thinking about the particularities of experience. The purpose of Self-Study of Teacher Education Practice (S-STEP) research is to explore experience in practice and often integrates with other methodologies sharing methods, techniques, and tools (Author 1, 2009). We examined a strong example of a narrative writing in order to reveal our understanding of how to create rich, elegant, and trustworthy narrative accounts of experience. We came to understand that writing is a non-linear process that unfolds over time and in the thinking, doing, and writing. The findings from this project are important since creating rich elegant accounts of research that capture particular experience.

Authors

• Trudy Michelle Cardinal, University of Alberta

• Stefinee E. Pinnegar, Brigham Young University

• Janice Huber, University of Alberta

• M. Shaun Murphy, University of Saskatchewan