What Does This Have to Do with Teaching? Writing Personal Narratives in Teacher Preparation

• In Event: Scholars of Studying Teaching Collaborative: A Cross-Disciplinary Initiative to Improve Our Practice as University Instructors

Abstract

Objectives
This presentation will share the results of a self-study research conducted on the use of personal narratives in teacher preparation programs in order to improve practice. The presenter will share the context and process in which personal narratives were utilized and teachers reactions to that. In addition, teachers’ responses to survey questions conducted twice during a period of one semester will be presented.

Theoretical Framework
The use of personal narratives as a device to scaffold the study of practice is a documented tool of inquiry (Florio-Ruane, 2001; Mitchell, Weber, & O’Reilly-Scanlon, 2005). In addition, the idea of looking inward is critical for examining identities and how they influence our beliefs and values as educators (Brown, 2002). Personal narratives highlight the power of taking a risk in teaching to increase awareness to biases and beliefs and ways to change them (Brookfield, 1995).

Methods
Twenty-three teachers (in–service) taking a capstone seminar participated in this study by responding to survey questions. The course required students to engage in a weekly autobiographical writing in response to classical readings in education philosophy. Teachers responded to two survey questions, the first was early in semester when the instructor shared a portion of her personal narrative to model the use of autobiographies and the second time at end of semester when students responded to questions about the benefits of writing personal narratives throughout the semester. The survey included three open-ended questions on how do they think personal narratives can promote learning and to what extent and how does sharing the instructor’s personal narrative make a difference in their learning.

Results
Teachers expressed agreement over the importance of writing personal narratives. Many mentioned that writing those weekly autobiographies helped them become better at reflecting on their practice and challenged their thinking and views. One teacher commented that these narratives can “push you as far and as deep as you would like to go in your critical reflection.” Sharing the instructor’s personal narrative helped teachers to “know her better” and to “learn about a culture different than theirs.” It also provided “an example of what to think about.” Most importantly was sharing the stories of peers and how that encouraged a safe environment to be reflective.

Significance
Self-study can be used as a tool to improve practice in professional development of teachers but many teachers tend to be overwhelmed with the daily responsibilities that they fail to pause and engage in self-study of their teaching. Teaching the skills involved in writing personal narrative during the preparation of teachers would encourage more novice teachers to engage in self-study in order to improve practice. This study will assist in our understanding of the use of personal narratives in teacher preparation and shed light on whether this method appeals and makes a difference in students’ professional preparation and growth.

Author

• Ilham Nasser, George Mason University