Using visual narrative and poststructuralism to (re)read a student teacher's professional practice
Author(s)
Johnson, GC
Griffith University Author(s)
Year published
2002
Metadata
Show full item recordAbstract
This paper demonstrates how a final year student teacher takes up a two-stage methodology for reflective practice. The methodology is generated from the principles of traditional literary theory and cultural studies, particularly poststructuralism. The analysis shows that Lucas, one of the more successful respondents in the study, is able to produce a personal reading of his experience documented as a picture book and then a critically alternative (re)reading, but he does not exploit the methodology fully and venture into a resistant (poststructuralist) reading. The author provides such a reading. A rationale is offered for ...
View more >This paper demonstrates how a final year student teacher takes up a two-stage methodology for reflective practice. The methodology is generated from the principles of traditional literary theory and cultural studies, particularly poststructuralism. The analysis shows that Lucas, one of the more successful respondents in the study, is able to produce a personal reading of his experience documented as a picture book and then a critically alternative (re)reading, but he does not exploit the methodology fully and venture into a resistant (poststructuralist) reading. The author provides such a reading. A rationale is offered for why this methodology for reflective practice might be appropriated more effectively by experienced mentor teachers who could then pass it on intergenerationally to the student teachers or beginning teachers.
View less >
View more >This paper demonstrates how a final year student teacher takes up a two-stage methodology for reflective practice. The methodology is generated from the principles of traditional literary theory and cultural studies, particularly poststructuralism. The analysis shows that Lucas, one of the more successful respondents in the study, is able to produce a personal reading of his experience documented as a picture book and then a critically alternative (re)reading, but he does not exploit the methodology fully and venture into a resistant (poststructuralist) reading. The author provides such a reading. A rationale is offered for why this methodology for reflective practice might be appropriated more effectively by experienced mentor teachers who could then pass it on intergenerationally to the student teachers or beginning teachers.
View less >
Journal Title
Teaching and Teacher Education: an international journal of research and studies
Volume
18
Issue
4
Subject
Education systems
Curriculum and pedagogy
Specialist studies in education