As teacher educators, we work at The Hong Kong Institute of Education (HKIEd), a major provider of teacher education in Hong Kong. The HKIEd provides teacher education for about 80% of early childhood education teachers (HKIEd, 2007a) and about 80% and 25%, respectively, of new primary and secondary school teachers with degree and postgraduate qualifications (HKIEd, 2007b). The institute was founded in 1994 through an amalgamation of four former Colleges of Education and the Institute of Language in Education. As a single-purpose teacher education institute, learning and teaching are central to its mission, and HKIEd aims to prepare teachers “to become independent, analytical, critical and creative thinkers who can readily apply their knowledge” (HKIEd, 2006, p. 5).
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barton, B. (1999). The art of storytelling: Telling, retelling and listening. Orbit: Story Matters, 30(3), 42–46.
Buttignol, M. (1999). We are our stories: Beginning with the personal in teacher education. Orbit: Story Matters, 30(3), 38–41.
Bullough, R. V., Jr. (1997). Practicing theory and theorizing practice in teacher education. In J. J. Loughran & T. L. Russell (Eds.), Teaching about teaching: Purpose, passion and pedagogy in teacher education (pp. 13–31). London: Falmer.
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22, 723–742.
Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 12–15, 18.
Chan, Y. M. E. (2004). Narratives of experience: How culture matters to children’s development. Contemporary Issues in Early Childhood, 5, 145–159.
Clandinin, D. J. (1992). Narrative and story in teacher education. In T. Russell & H. Munby (Eds.), Teachers and teaching: From classroom to reflection (pp. 124–137). London: Falmer.
Clandinin, D. J., & Connelly, F. M. (1990). Narrative and story in practice and research. In D. Schön (Ed.), The reflective turn: Case studies of reflective practice (pp. 258–282). New York: Teachers College Press.
Clandinin, D. J., & Connelly, F. M. (1994). Personal experience methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (1st ed., pp. 413–427). Thousand Oaks, CA: Sage.
Clandinin, D. J., & Connelly, F. M. (1995). Teachers’ professional knowledge landscapes. New York: Teachers College Press.
Clandinin, D. J., & Connelly, F. M. (1999). Storying and restorying ourselves: Narrative and reflection. In A. Chen & J. Van Maanen (Eds.), The reflective spin: Case studies of teachers in higher education transforming action (pp. 15–24). Singapore: World Scientific.
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
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). Dordrect: Kluwer.
Clarke, A., & Erickson, G. (2004a). The nature of teaching and learning in 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. 41–67). Dordrecht: Kluwer.
Clarke, A., & Erickson, G. (2004b). Self-study: The fifth commonplace. Australian Journal of Education, 48, 199–211.
Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249–305.
Cole, A. L., & Knowles, J. G. (2000). Researching teaching: Exploring teacher development through reflexive inquiry. Needham Heights, MA: Allyn & Bacon.
Conle, C. (1996). Resonance in preservice teacher inquiry. American Educational Research Journal, 33, 297–325.
Conle, C. (2000). Narrative inquiry: Research tool and medium for professional development. European Journal of Teacher Education, 23(1), 49–63.
Connelly, F. M., & Clandinin, D. J. (1985). Personal practical knowledge and the modes of knowing: Relevance for teaching and learning. In E. W. Eisner (Ed.), Learning and teaching the ways of knowing. The eighty-fourth yearbook of the National Society for the Study of Education (pp. 174–198). Chicago: University of Chicago Press.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14.
Connelly, F. M., & Clandinin, D. J. (1992). An interview with Donald Schön. Orbit: Story Matters, 23(4), 2–5.
Connelly, F. M., & Clandinin, D. J. (1994). Telling teaching stories. Teacher Education Quarterly, 21(1), 145–158.
Connelly, F. M., & Clandinin, D. J. (2000a). Teacher education: A question of teacher knowledge. In A. Scott & J. Freeman-Moir (Eds.), Tomorrow’s teachers: International and critical perspectives on teacher education (pp. 89–105). Christchurch, New Zealand: Canterbury University Press.
Connelly, F. M., & Clandinin, D. J. (2000b). Narrative understandings of teacher knowledge. Journal of Curriculum and Supervision, 15, 315–331.
Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, & P. Elmore (Eds.), Handbook of complementary methods in education research (3rd ed., pp. 477–487). Mahwah, NJ: Erlbaum.
Dewey, J. (1938). Experience and education. New York: Touchstone.
Eisner, E. W. (1988). The primacy of experience and the politics of method. Educational Researcher, 17(5), 15–20.
Eisner, E. W. (1993). Forms of understanding and the future of educational research. Educational Researcher, 22(7), 5–11.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. New York: Nicholls.
Epanchin, B. C., Paul, J. L., & Smith, R. L. (1996). The philosophical conundrum of teacher education in special education. Teacher Education and Special Education, 19, 119–132.
Fenstermacher, G. D. (1994). The knower and the known: The nature of knowledge in research on teaching. Review of Research in Education, 20, 3–56.
Glesne, C. (1999). Becoming qualitative researchers: An introduction (2nd ed.). New York: Longman.
Hamilton, M. L., Pinnegar, S., Russell, T., Loughran, J., & LaBoskey, V. (Eds.). (1998). Reconceptualizing teaching practice: Self-study in teacher education. London: Falmer.
Hamilton, M. L., & Pinnegar, S. (1998). Conclusion: The value and the promise of self-study. In M. L. Hamilton, S. Pinnegar, T. Russell, J. Loughran, & V K. LaBoskey (Eds.), Reconceptualizing teaching practice: Self-study in teacher education (pp. 235–246). London: Falmer.
Hong Kong Institute of Education. (2006). Strategic plan 2006–2012. Hong Kong: Author.
Hong Kong Institute of Education. (2007a). About HKIEd: A unique place for quality teacher education. Retrieved August 15, 2008, from http://www.ied.edu.hk/about_hkied/index.html
Hong Kong Institute of Education. (2007b). Developmental blueprint: Becoming a university of education. Hong Kong: Author.
Loughran, J. J. (2004). History and context of self-study of teaching. 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. 7–40). Dordrect: Kluwer.
Loughran, J. J., & Northfield, J. R. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer.
Lyons, N., & LaBoskey, V. K. (2002). Why narrative inquiry or exemplars for a scholarship of teaching? In N. Lyons & V. K. LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of teaching (pp. 11–27). New York: Teachers College Press.
Marland, P. (1998). Teachers’ practical theories: Implications for preservice teacher education. Asia-Pacific Journal of Teacher Education & Development, 1(2), 15–23.
McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action research project. London: Routledge.
Miller Marsh, M. (2002). Examining the discourses that shape our teacher identities. Curriculum Inquiry, 32, 453–467.
Mok, M. M. C. (2005). Assessment for learning: Its effect on the classroom and curriculum. In P. C. Miller (Ed.), Narratives from the classroom: An introduction to teaching (pp. 183–201). Thousand Oaks, CA: Sage.
Morris, P. (2003). School knowledge, the state and the market: An analysis of the Hong Kong secondary school curriculum. In P. Stimpson, P. Morris, Y. Fung, & R. Carr (Eds.), Curriculum, learning and assessment: The Hong Kong experiences (pp. 47–76). Hong Kong: Open University of Hong Kong Press.
Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4–15.
Ross, V. D. (2002). Living an elementary school curriculum: Rethinking reform through a narrative classroom inquiry with a teacher and her students into the learning of mathematics life lessons from Bay Street Community School. Unpublished doctoral dissertation, University of Toronto, Canada.
Russell, T., & Loughran, J. (2007). Enacting a pedagogy of teacher education. New York: Routledge.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
Schuck, S., & Russell, T. (2005). Self-study, critical friendship, and the complexities of teacher education. Studying Teacher Education, 1, 107–121.
Schwab, J. J. (1973). The practical: Translation into curriculum. In I. Westbury & N. J. Wilk (Eds.), Science, curriculum and liberal education: Selected essays (pp. 365–383). Chicago: University of Chicago Press.
Swartz, L. (1999). The best response to a story is another story. Orbit: Story Matters, 30(3), 14–17.
Tidwell, D., & Fitzgerald, L. (2004). Self-study as teaching. 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. 69–102). Dordrect: Kluwer.
Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany: State University of New York Press.
Watkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chinese learner: Cultural, psychological and contextual influences. Hong Kong: Comparative Education Research Centre.
Wilcox, S., Watson, J., & Paterson, M. (2004). Self-study in professional practice. 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. 273–312). Dordrect: Kluwer.
Vygotsky, L. S. (1962). Thought and language. Cambridge: Massachusetts Institute of Technology Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Chiu-Ching, R.T., Chan, E.Ym. (2009). Teaching and Learning Through Narrative Inquiry. In: Fitzgerald, L., Heston, M., Tidwell, D. (eds) Research Methods for the Self-study of Practice. Self Study of Teaching and Teacher Education Practices, vol 9. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9514-6_2
Download citation
DOI: https://doi.org/10.1007/978-1-4020-9514-6_2
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-9513-9
Online ISBN: 978-1-4020-9514-6
eBook Packages: Humanities, Social Sciences and LawEducation (R0)