Advertisement

The Urban Review

, Volume 36, Issue 1, pp 61–79 | Cite as

Using Narrative Inquiry to Understand a Student–Teacher's Practical Knowledge While Teaching in an Inner-City School

  • Stephen P. Rushton
Article

Abstract

The present study uses narrative inquiry to follow, July, a preservice teacher's journey through her yearlong placement in an inner-city school. A qualitative analysis of four interviews, 12 written reflections, and seven transcribed group discussions revealed a sense of culture shock felt by Julie. In particular, her sense of conflict focused around self as she interacted with her mentoring teachers, her students, and coping with doubts about her own abilities and self-worth. Julie's story suggests clear ways of avoiding similar situations in the future and improving preservice teaching generally.

narrative inquiry inner-city preservice teaching 
This is a preview of subscription content, log in to check access.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

REFERENCES

  1. Anderson, L.M., Blumenfeld, P., Pintrich, P.R., Clark, M., Marx, R.W., and Peterson, P. (1995).Educational psychology for teachers:Reforming our courses, rethinking our roles. Educational Psychologist 30:143–157.Google Scholar
  2. Abdul-Haqq, I.(1998).Professional Development Schools:Weighing the Evidence.Thousand Oaks, CA: Corwin Press.Google Scholar
  3. Blumer, H.(1969).Symbolic Interactionism.New York: Prentice Hall Inc.Google Scholar
  4. Brindley, R., and Emminger, P.(2000).Betrayal and redemption:Lessons to be learned from the diary of an intern.Action in Teacher Education 21(4):110–126.Google Scholar
  5. Calderhead, J.(1991).Images of teaching:Preservice teachers 'early conceptions of classroom practice.Teaching and Teacher Education 7:1–8.Google Scholar
  6. Carter, K.(1993).Teachers 'knowledge and learning to teach.In W.R. Houston (Ed.), Handbook of Research on Teacher Education (pp.291–310).New York: Macmillan.Google Scholar
  7. Clandinin, D.J.(1989).Personal Practical Knowledge:A Study of Teacher 's Classroom Images. Toronto, Canada: Wiley.Google Scholar
  8. Cochran-Smith, M., and Lytle, S.(1990).Research on teaching and teacher research:The issues that divided.Educational Researcher 2(11):24–29.Google Scholar
  9. Connelly, M.F., and Clandinin, D.J.(2000).Narrative understanding of teacher knowledge. Journal of Curriculum and Supervision 15(4):315–31.Google Scholar
  10. Connelly, M.F., and Clandinin, D.J.(1990).Stories of experiences and narrative inquiry. Educational Researcher 19(5):2–14.Google Scholar
  11. Collier, S.T.(1999).Characteristics of re.ective thought during the student teaching experi-ence.Journal of Teacher Education 50(3):173–181.Google Scholar
  12. Craig, C.J.(1995).Knowledge communities:A way of making sense of how beginning teachers come to know.Curriculum Inquiry 25(2):151–175.Google Scholar
  13. Craig, C.J.(1998).The in.uence of context on one teacher s interpretive knowledge of team teaching.Teaching and Teacher Education 14(4):371–383.Google Scholar
  14. Craig, C.J.(2000).Stories of schools/teacher stories:A two part invention on the walls theme. Curriculum Inquiry 30(1):11–41.Google Scholar
  15. Denzin, K., and Lincoln, N.(1994).Handbook of Qualitative Research.New York: Sage.Google Scholar
  16. Fraenkel, J.R., and Wallen, N.E.(1996).How to Design and Evaluate Research in Education. New York: McGraw-Hill.Google Scholar
  17. Fuller, F.F.(1969).Concerns of teachers:A developmental conceptualization.American Educational Research Journal 6(2):207–226.Google Scholar
  18. Fuller, F., and Brown, O.(1975).Becoming a Teacher.In K.Ryan (Ed.), Teacher Education: 74th Yearbook of the National Society for the Study of Education.(Part II, pp.25–52). Chicago: University of Chicago Press.Google Scholar
  19. Glassberg, S., and Sprinthall, N.A.(1980).A developmental approach.Journal of Teacher Education 31–38.Google Scholar
  20. The Holmes Group (1995).Tomorrow 's schools of education:A report of the Holmes group.East Lansing, MI.: The Holmes Group.Google Scholar
  21. Hynes, J., and Socoski, P.(1991).Undergraduates 'attitudes towards teaching in urban and non-urban schools.Paper presented at the Annual Meeting of the Eastern Educational Research Association:Boston.ERIC, ED 362 498.Google Scholar
  22. Joram, E., and Gabriele, A.(1998).Preservice teachers 'prior beliefs:Transforming obstacles into opportunities.Teaching and Teacher Education 32:175–189.Google Scholar
  23. Kagan, M.(1992).Professional growth among preservice and beginning teachers.Review of Educational Research 62:129–169.Google Scholar
  24. Kea, C.D., and Bacon, E.H.(1999).Journal re.ections of preservice education students on multicultural experiences.Action in Teacher Education 21(2):34–50.Google Scholar
  25. Kozol, J.(1991).Savage inequalities:Children in America 's schools.New York: Harper.Google Scholar
  26. Kretovics, J., and Nussel, E.(1994).Transforming Urban Education.Boston: Allyn and Bacon.Google Scholar
  27. Lantz, D.L.(1964).Changes in student teacher 's concept of self and others.Teacher Education 15(2):200–203.Google Scholar
  28. McDermott, P., Gormley, K., Rothenberg, J., and Hammer, J.(1995).The in.uence of class-room practice experiences on students teachers 'thoughts about teaching.Journal of Teacher Education 46(3):184–191.Google Scholar
  29. National Center for Education Statistics (1998).Public High School Dropouts and Completors from the Common Core of Data.Washington, D.C.Google Scholar
  30. National Commission on Teaching and America 's Future (1996).What Matters Most: Teaching for America 's Future.Washington, DC: U.S.Government Printing O.ce.Google Scholar
  31. Nettle, E.(1998).Stability and change in the beliefs of student teachers during practice teaching. Teaching and Teacher Education 14(2):193–204.Google Scholar
  32. Noddings, N.(1991).Stories in dialogue:Caring and interpersonal reasoning.In C.Witherell and N.Noddings (Eds), Stories Lives Tell:Narrative and Dialogue in Education.(pp.157–170).New York: Teachers College Press.Google Scholar
  33. Olson, M.R.(2000).Linking personal and professional knowledge of teaching practice through narrative inquiry.The Teacher Educator 35(4):109–127.Google Scholar
  34. Peterson, K.M., Cross, L.F., Johnson, E.J., and Howell, G.L.(2000).Diversity education for preservice teachers:Strategies and attitude outcomes.Action in Teacher Education 22(2):33–38.Google Scholar
  35. Pilard, D.(1992).The Socialization Process of Student Teaching:A Descriptive Study.East Lansing, MI: National Center for Research on Teacher Learning, ERIC No.479 865.Google Scholar
  36. The Project Alliance 30 (1991).Project 30 year Two Report:Institutional Accomplishments. Newark, Delaware: University of Delaware.Google Scholar
  37. Rushton, S.(1997).The experiences of five inner-city student teachers.Unpublished doctoral dissertation, University of Tennessee.TN, Knoxville.Google Scholar
  38. Rushton, S.(2000).Student teacher e.cacy in inner-city schools.Urban Review 32(4):365–383.Google Scholar
  39. Rushton, S.(2001).Cultural assimilation:A narrative case study of student-teaching in an inner-city school.Teacher and Teacher Education 17:147–160.Google Scholar
  40. Rushton, S.(2003).Two preservice teachers growth in self-efficacy while teaching in an inner-city school.Urban Review 35(3):167–189.Google Scholar
  41. Seidman, I.E.(1991).Interviewing as Qualitative Research.New York: Teachers College.Google Scholar
  42. Sitter, J.P.(1982).The student teaching experience from the perspective of the student teacher:A descriptive study.Unpublished doctoral dissertation, Michigan State University.Google Scholar
  43. Tillema, H.H.(1994).Training and professional expertise:Bridging the gap between new information and pre-existing beliefs of teachers.Teaching and Teacher Education 10:601–615.Google Scholar
  44. Van Manen, M.(1991).Researching Lived Experiences:Human Science for an Action Sensitive Pedagogy.London, Ontario: The State University of New York.Google Scholar
  45. Walberg, H.(1968).Personality-role con.ict and self-conception in urban practice teaching. School Review 79:41–49Google Scholar
  46. Weiner, L.(1993).Preparing Teachers for Urban Schools:Lessons from Thirty years of School Reform.New York: Teachers College.Google Scholar

Copyright information

© Springer Science+Business Media, Inc. 2004

Authors and Affiliations

  • Stephen P. Rushton

There are no affiliations available

Personalised recommendations

Cite article

Buy options