Remembering “teachers who have moved us” in our past and telling others about them is an activity... more Remembering “teachers who have moved us” in our past and telling others about them is an activity that can greatly enhance our teaching. Telling such stories provides us with insight into why we choose to teach as we teach, consolidates our philosophies of teaching, and communicates and models good teaching more clearly to others than abstract analytic statements. Below we look at a) the theory of identity and narrative construction, b) the stories we tell ourselves about teachers who impressed us and their impact on our teaching, and c) ways that teachers can formally and informally tell more stories to understand their teaching and enact professional development. Murphey, T., & Ragan Jr., J.D. (2006). Teachers who have moved us: Transformational narratives. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2005 Conference Proceedings. Tokyo: JALT. Pp. 983-990
Remembering “teachers who have moved us” in our past and telling others about them is an activity... more Remembering “teachers who have moved us” in our past and telling others about them is an activity that can greatly enhance our teaching. Telling such stories provides us with insight into why we choose to teach as we teach, consolidates our philosophies of teaching, and communicates and models good teaching more clearly to others than abstract analytic statements.
Remembering “teachers who have moved us” in our past and telling others about them is an activity... more Remembering “teachers who have moved us” in our past and telling others about them is an activity that can greatly enhance our teaching. Telling such stories provides us with insight into why we choose to teach as we teach, consolidates our philosophies of teaching, and communicates and models good teaching more clearly to others than abstract analytic statements. Below we look at a) the theory of identity and narrative construction, b) the stories we tell ourselves about teachers who impressed us and their impact on our teaching, and c) ways that teachers can formally and informally tell more stories to understand their teaching and enact professional development. Murphey, T., & Ragan Jr., J.D. (2006). Teachers who have moved us: Transformational narratives. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2005 Conference Proceedings. Tokyo: JALT. Pp. 983-990
Remembering “teachers who have moved us” in our past and telling others about them is an activity... more Remembering “teachers who have moved us” in our past and telling others about them is an activity that can greatly enhance our teaching. Telling such stories provides us with insight into why we choose to teach as we teach, consolidates our philosophies of teaching, and communicates and models good teaching more clearly to others than abstract analytic statements.
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Most Popular Papers by Jarrett Ragan
Murphey, T., & Ragan Jr., J.D. (2006). Teachers who have moved us: Transformational narratives. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2005 Conference Proceedings. Tokyo: JALT. Pp. 983-990
Papers by Jarrett Ragan
Murphey, T., & Ragan Jr., J.D. (2006). Teachers who have moved us: Transformational narratives. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.) JALT2005 Conference Proceedings. Tokyo: JALT. Pp. 983-990