Narrative as a cultural tool for experiential learning in initial teacher education

Carey Philpott

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

This paper uses perspectives drawn from work on communities of practice, sociocultural theory, and cultural historical activity theory to explore how trainee teachers can be socialized into using specific narrative forms as tools to organize and make sense of experience and, therefore, learn from it. The paper analyzes a single transcript of collaborative narrative construction among a trainee teacher, school-based mentor, and university tutor and argues that such collaborative narrative construction provides the mechanism for socialisation or apprenticeship to making socially situated forms of narrative. This exploration contributes to an understanding of the nature of teacher knowledge and how it is developed in trainee teachers.
Original languageEnglish
Pages (from-to)15-35
Number of pages21
JournalStorytelling, Self, Society
Volume7
Issue number1
Early online date13 Jan 2011
DOIs
Publication statusPublished - 2011

Keywords

  • sociocultural theory
  • cultural history
  • experiential learning
  • trainee teachers

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