Storytelling in Schools
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Jackie Baldwin jackie@story-lovers.com
Kate Dudding kate@katedudding.com
Storytelling as Pedagogy: An Unexpected Outcome of Narrative Inquiry
Curriculum Inquiry; v37 n2 p103-122 Jun 2007
by Cathy Coulter, Charles Michael and Leslie Poynor
Keywords: elementary school, preservice teacher education
ABSTRACT
This study examines how the use of narrative research methods can serve as pedagogical strategies in preservice teacher education.
In this study, we see the intersection of narrative inquiry and storytelling-as-pedagogy. The two often intersect, but rarely has that intersection been examined in a systematic manner.
This study examines data collected as one ESL preservice teacher and one Bilingual preservice teacher were followed from their language arts methods class into student teaching and then their first year of teaching to see how they reflected on, questioned, and learned from their experiences. Incidents where narrative inquiry served as pedagogical tools were examined.
Although storytelling-as-pedagogy was not a goal in this study, we found that it was an outcome of utilizing narrative inquiry as a methodology.