Dialogic life history in preservice teacher education

Abstract

There is little doubt that the occupation one chooses, the meaning given to that choice, and decisions made within that occupation are all influenced by one’s life history. This is true across professions (Hilson, 2008; Sjølie, Karlsson, & Binder, 2013), cultures (Mpungose, 2010), and disciplines (McCulloch, Marshall, DeCuir-Gunby, & Caldwell, 2013). Perhaps nowhere, though, is the influence of life history more apparent and direct than in those who would be teachers. The self one brings to any occupation has been shaped by experiences in your life before that time. However, in fields like law, architecture, medicine, or aviation, practitioners have not been immersed in their future jobs in the way teachers have. As Knowles and Holt-Reynolds (1991) point out, “The influence of twelve years or more of observing and participating-often successfully-in ‘status quo’ school and university classrooms introduces a tension unique to teacher education” (p. 88).