Storytelling as pedagogy: An unexpected outcome of narrative inquiry

  • Coulter C
  • Michael C
  • Poynor L
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Abstract

This study examines how the use of narrative research methods can serve as peda-gogical strategies in preservice teacher education. In this study, we see the intersec-tion of narrative inquiry and storytelling-as-pedagogy. The two often intersect, but rarely has that intersection been examined in a systematic manner. This study examines data collected as one ESL preservice teacher and one Bilingual preservice teacher were followed from their language arts methods class into student teaching and then their first year of teaching to see how they reflected on, questioned, and learned from their experiences. Incidents where narrative inquiry served as peda-gogical tools were examined. Although storytelling-as-pedagogy was not a goal in this study, we found that it was an outcome of utilizing narrative inquiry as a methodology. Narrative inquiry is widely recognized as a viable approach to conducting qualitative research. Narrative and storytelling have long been perceived as pedagogical tools. In this study, we see the intersection of narrative inquiry and storytelling-as-pedagogy. Although storytelling-as-pedagogy was not a

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Authors

  • Cathy Coulter

  • Charles Michael

  • Leslie Poynor

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