Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry

Julian Kitchen

Abstract


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


Keywords


teacher education; reform; narrative inquiry; constructivist; education law

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