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Self-Narrative and Pedagogy

Stories of Experience within Teaching and Learning

  • Book
  • © 2017

Overview

Editors:
  1. Mike Hayler

    1. University of Brighton, UK

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    You can also search for this editor in PubMed   Google Scholar

  2. Jess Moriarty

    1. University of Brighton, UK

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    You can also search for this editor in PubMed   Google Scholar

  • The authors in this volume provide personal narratives of their own journeys into teaching.
  • Stories of the culture and the process of education are central throughout this collection.
  • This book shows how practitioners make meaning of their lives and work in our changing times.

Part of the book series: Studies in Professional Life and Work (SPLW)

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Table of contents (10 chapters)

  1. Front Matter

    Pages i-vii
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  2. Thirty Two Ways to Tell a Story of Teaching

    • Mike Hayler
    Pages 1-13

  3. No Craft More Privileged

    • Sean Mcevoy
    Pages 15-29

  4. Project Time-Travel

    • Susan Diab
    Pages 31-44

  5. Toilets are the Proper Place for ‘Outputs’!

    • Alec Grant
    Pages 45-57

  6. Beginning to Unravel a Narrative Tension in My Professional Learning about Teaching Writing

    • Kathleen Pithouse-Morgan
    Pages 59-82

  7. Worms, Birds and Rabbits – Pigs and Dragons

    • Julie Everton
    Pages 83-94

  8. Reframing Identity

    • Holly Taylor
    Pages 95-107

  9. How the Hell Did I End Up Teaching?

    • John Catron
    Pages 109-122

  10. Odyssey of the Soul

    • Kristian Galea
    Pages 123-134

  11. Soaring and Tumbling

    • Jess Moriarty
    Pages 135-146

  12. Back Matter

    Pages 147-148
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Keywords

About this book

In this book, teachers from a variety of backgrounds reflect upon their journeys into and within teaching to discuss the impact of their diverse experiences on the ways in which they teach. The authors adopt a variety of autoethnographic approaches in telling stories of transition and profound transformation as they each discuss how certain events in their lives have shaped their professional identities and methods of teaching. In telling their stories they also tell stories of the culture and process of education. This offers the opportunity to consider the narratives as examples of how individuals and groups respond in different ways to institutional and national policies on education. In these chapters, the authors offer illumination from a number of perspectives, of how practitioners of education make meaning of their lives and work in our changing times. By capturing these personal stories, this book will inform and support readers who are studying to become teachers and those already working in education by developing their understanding and empathy with the role. Autoethnography can develop self-knowledge and understanding in the reader and writer of such texts, offering unique insights and individual ways of being that will benefit students and staff in a range of educational settings. This book values the telling and sharing of stories as a strategy for enabling teachers to learn from one another and help them to feel more supported. The book will be useful for teachers and teacher educators, students of education, and all researchers interested in autoethnography and self-narrative.

Editors and Affiliations

  • University of Brighton, UK

    Mike Hayler, Jess Moriarty

Bibliographic Information

  • Book Title: Self-Narrative and Pedagogy

  • Book Subtitle: Stories of Experience within Teaching and Learning

  • Editors: Mike Hayler, Jess Moriarty

  • Series Title: Studies in Professional Life and Work

  • DOI: https://doi.org/10.1007/978-94-6351-023-3

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Education, Education (R0)

  • Copyright Information: SensePublishers-Rotterdam, The Netherlands 2017

  • eBook ISBN: 978-94-6351-023-3Published: 18 April 2017

  • Edition Number: 1

  • Number of Pages: CL, 8

  • Topics: Education, general

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