Using visual narrative and poststructuralism to (re)read a student teacher's professional practice

No Thumbnail Available
File version
Author(s)
Johnson, GC
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)

Greta Morine-Dershimer

Date
2002
Size
File type(s)
Location
License
Abstract

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.

Journal Title

Teaching and Teacher Education: an international journal of research and studies

Conference Title
Book Title
Edition
Volume

18

Issue

4

Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
Item Access Status
Note
Access the data
Related item(s)
Subject

Education systems

Curriculum and pedagogy

Specialist studies in education

Persistent link to this record
Citation
Collections