Through the looking glass and into the classroom: A narrative inquiry into student-to-teacher experiences of becoming and in-betweenness

Loading...
Thumbnail Image
Date
2018-07-23
Authors
Seselja, Diana
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
The purpose of the present study is to inquire into the experience and knowledge of preservice teachers in a Bachelor of Education (B.Ed.) program using a narrative inquiry research methodology. This study explores experiences of two B.Ed. student participants, Tom and Carly, in addition to references to my own experience in the teacher education program. Through a narrative inquiry approach, each participant shares their stories in semi-structured interviews involving open-ended and guided questions on their experiences in deciding and becoming a teacher. The main research question asks about stories of in-betweenness of participants’ experiences as they are educating themselves to become teachers. Subsequent questions explore experiences in the decision to teach and to enter teacher education; whether significant others influenced their decision or their continuous pursuit, and who these people are; and, how the image of a teacher and their role change after a practicum experience. The significance of this study may help inform those who are influential and engaged in the education of these individuals who decide to teach.
Description
Keywords
Student-to-teacher experiences, preservice teachers
Citation