Journaling the art of teaching: Multimodal responding for narrative inquiry

Abstract

Research underscores the integral role that narrative inquiry plays in teachers' everyday classroom practices. This article discusses the findings from an action research study on the use of a multimodal response journaling component for teacher narrative inquiry in a teacher education methods class. Exercises such as early teacher memories and book as educator were carried out using multiple modes of expressions, from the written word to abstract visuals. Specific details on the actual journaling component are included. Themes that emerged from the analysis of four teacher candidates' journals, their responses to questionnaires and follow-up interviews are illustrated by specific examples from these data sources. Recommendations present valuable information for future implementations.