Understanding and acting through conversational spaces
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Three early career health and physical education teacher educators use collective telling, sharing and writing of narratives to make sense of the transition from their postgraduate studies to teacher education. Their interwoven narrative presents an ongoing and multidimensional process of being and becoming, and of social action that is concerned with habits, crisis and creativity (Shilling, 2008). Through the process of co-constructing narratives the authors engage in socially critical insights into their transition experiences. This chapter illustrates how contemporary technologies can be used to create and sustain informal professional networks in teacher education, and to support and facilitate personal and professional transitions.
Weaving Words: Personal and Professional Transformation Through Writing as Research
Teacher Education and Professional Development of Educators