Abstract
In this narrative self-study, the author explores how the seven characteristics of Relational Teacher Education have informed his practice from 1999 to 2014. He situates relational teacher education in relation to narrative inquiry, self-study and teacher education. This is followed by a thematic exploration of how the seven characteristics have informed his initial teacher education practices and continue to inform his work as a veteran practitioner and educational leader. Examples are provided of the author grappling with the tensions of being a deliberate, intentional and relational teacher educator. These examples are in the form of artifacts such as written reflections, feedback from students, and published papers by the author. The chapter concludes by re-imagining teacher education as a relational pedagogy.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Beattie, M. (2001). The art of learning to teach: Preservice teacher narratives. Upper Saddle River: Merrill Prentice Hall.
Beck, C., & Kosnik, C. (2001). From cohort to community in a preservice teacher education program. Teaching and Teacher Education, 17, 925–948.
Bransford, J., Darling-Hammond, L., & LePage, P. (2005). Introduction. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1–39). San Francisco: Jossey-Bass Inc.
Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass Inc.
Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21.
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as curriculum maker. In P. Jackson (Ed.), Handbook of curriculum (pp. 363–461). New York: Macmillan.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Inc.
Clandinin, D. J., & Connelly, F. M. (2004). Knowledge, narrative and self-study. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 575–600). Dordrecht: Kluwer Academic.
Clark, C. M. (2001). Talking shop: Conversations and teacher learning. New York: Teachers College Press.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners. Toronto: OISE Press.
Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.
Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey Bass.
Dewey, J. (1938). Experience in education. New York: Collier Macmillan Publishers.
Dominice, P. (2000). Learning from our lives. San Francisco: Jossey-Bass Inc.
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London: Falmer.
Fullan, M. (1999). Change forces: The sequel. London: Falmer.
Grimmett, P. P. (1995). Reconceptualizing teacher education: Preparing teachers for revitalized schools. In M. F. Wideen & P. P. Grimmett (Eds.), Changing times in teacher education (pp. 202–224). New York: Falmer.
Hollingsworth, S., Dybdahl, M., & Minarik, L. T. (1993). By chart and chance and passion: The importance of relational knowing in learning to teach. Curriculum Inquiry, 23(1), 5–35.
Kitchen, J. (2002, August). Becoming a relational teacher educator: A narrative inquirer’s selfstudy. In Making a difference in teacher education through self-study (Vol. 2, pp. 36–40). Proceedings of the fourth international conference on Self-Study of Teacher Education Practices, Herstmonceux Castle. Toronto: OISE, University of Toronto
Kitchen, J. (2005a). Looking backwards, moving forward: Understanding my narrative as a teacher educator. Studying Teacher Education, 1(1), 17–30.
Kitchen, J. (2005b). Conveying respect and empathy: Becoming a relational teacher educator. Studying Teacher Education, 1(2).
Kitchen, J. (2005c) Relational teacher development: A quest for meaning in the garden of teacher experience. Unpublished doctoral dissertation, Ontario Institute for Studies in Education of the University of Toronto, Toronto.
Kitchen, J. (2008a). The feedback loop in reflective practice: A teacher educator responds to reflective writing by preservice teachers. Excelsior, 2(2), 37–46.
Kitchen, J. (2008b). Relational teacher development: A quest for meaning in the garden of teacher experience. Colgone: LAP Lambert.
Kitchen, J. (2009a). Passages: Improving teacher education through narrative self-study. In D. Tidwell, M. Heston, & L. Fitzgerald (Eds.), Methods for self-study of practice (pp. 35–51). Dordrecht: Springer.
Kitchen, J. (2009b). Relational teacher development: Growing collaboratively in a hoping relationship. Teacher Education Quarterly, 36(2), 45–62.
Kitchen, J. (2010). Making education law meaningful to beginning teachers: A narrative inquiry. in education, 16(2). http://ineducation.ca/
Kitchen, J., & Bellini, C. (2012). Making it better for lesbian, gay, bisexual and transgender students through teacher education: A self-study. Studying Teacher Education, 8(3), 209–226.
Kitchen, J., & Dean, C. (2010). Professionalism, law and the Ontario educator. St. David: Highland Press.
Kitchen, J. & Petrarca, D. (in press). Teacher education in Ontario: On the cusp of change. In T Falkenberg (Ed.). Handbook of Canadian teacher education research: Initial teacher education. Canadian Association for Teacher Education, Ottawa: Canada.
Kitchen, J., & Stevens, D. (2008). Action research in teacher education: Two teacher educators practice action research as they introduce action research to preservice teachers. Action Research, 6(1), 7–28.
Kosnik, C., & Beck, C. (2009). Priorities in teacher education: The seven key elements of pre-service preparation. London: George Routledge & Sons.
Loughran, J. (2002). Understanding self-study of teacher education practices. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 239–248). London: Falmer.
Loughran, J. (2006). Developing a pedagogy of teacher education. London: George Routledge & Sons.
Loughran, J. J., Hamilton, M. L., LaBoskey, V. K., & Russell, T. (Eds.). (2004). International handbook of self-study of teaching and teacher education practices. Dordrecht: Kluwer.
Munby, H., & Russell, T. (1994). The authority of experience in learning to teach: Messages from a physics methods class. Journal of Teacher Education, 45, 86–95.
Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
Palmer, P. J. (1998). The courage to teach. San Francisco: Jossey-Bass Inc.
Rogers, C. (1961). On becoming a person. Boston: Houghton Mifflin.
Russell, T., & Loughran, J. (Eds.). (2007). Enacting a pedagogy of teacher education: Values, relationships and practices (pp. 182–191). Abingdon: George Routledge & Sons.
Scardamalia, M., & Bereiter, C. (1989). Conceptions of teaching and approaches to core problems. In M. C. Reynolds (Ed.), Knowledge base for the beginning teacher (pp. 37–46). New York: Pergamon Press.
Vygotsky, L. S. (1962). Thought and language. Cambridge: M.I.T. Press.
Zeichner, K. M., & Noffke, S. E. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching (pp. 298–332). Washington: American Educational Research Association.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Kitchen, J. (2016). Looking Back on 15 Years of Relational Teacher Education: A Narrative Self-Study. In: Williams, J., Hayler, M. (eds) Professional Learning Through Transitions and Transformations. Self-Study of Teaching and Teacher Education Practices, vol 15. Springer, Cham. https://doi.org/10.1007/978-3-319-22029-1_12
Download citation
DOI: https://doi.org/10.1007/978-3-319-22029-1_12
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-22028-4
Online ISBN: 978-3-319-22029-1
eBook Packages: EducationEducation (R0)