(Journal of Teaching and Learning, 2003) Cole, Ardra
This paper presents two stories of learning and teaching. Through the
stories, the author explores the relationship between personal history-based
learning and teaching practice and advocates a process of
reflexive inquiry for teacher learning and teacher education. A major
focus is on how a curriculum and pedagogy of reflexive inquiry can
transform, deepen and broaden conceptions of teacher education as
well as make a difference in how teachers see and express themselves
in educational contexts. The author also describes the meanings and
implications of a personal history pedagogy for teacher education
institutions as well as the contextual changes required for such transformative practices to be adopted.