Telling teacher stories: An examination of the use of preservice teachers' memorable teacher stories in teacher education.

Abstract

This action research project was designed to incorporate autobiographical reports into a structured activity that would enable preservice teachers to reflect on the articulation and formation of their pedagogical beliefs. This was accomplished through a series of interviews focusing on memorable teacher stories followed by group discussions with other preservice teachers. Participants were nine preservice teachers from four educational programs, both elementary and secondary, and representing three age groups (20-24, 25-30, 36-45). Each preservice teacher produced a brief written narrative about two memorable teachers (positive and negative), based on the transcribed texts of their interviews. All participants edited and highlighted transcripts of personal interviews and discussions, and also highlighted the written narratives of memorable teachers produced by the other preservice teachers. Thematic analyses were conducted on all texts and on the highlighted sections of those texts. The most salient findings include: an emphasis (especially among elementary preservice teachers) on positive memories and a root metaphor of teacher as friend; a blurring of the distinction between positive memories of teachers with self contrasted to a definitive separation between negative memories and self; greater reflectivity among older preservice teachers (36-45 years of age); and a greater emphasis on negative themes and methodology among secondary preservice teachers. The most frequently highlighted themes include Teacher as friend, Student accountability, Information about self, Trust, Respect, Teaching as mission, and Making students feel special. The process of highlighting served to focus attention on key points and to facilitate discussion and reflection. Evidence of moving past the first phase of reflection (articulation and description of events and beliefs) toward the second phase (perspective taking and dialogue) was found. These preservice teachers felt that their participation accurately reflected their own values and ideas about teaching and endorsed the methods used. Findings provide an emerging knowledge base on memorable teacher stories and their attendant themes. Future research should focus on: extending this knowledge base; exploring the differences found between elementary, secondary, traditional, and non-traditional preservice teachers; a refinement and extension of the methodology used; and an analysis of long-term benefits of reflection.