Encyclopedia of Educational Innovation

Living Edition
| Editors: Michael A. Peters, Richard Heraud

Chronotopic Viewpoint of Teachers’ Reflective and Reflexive Practices Through Digital Storytelling

  • Phillip A. TowndrowEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-2262-4_1-1

Introduction

A key and vital issue arising from the research on teacher education concerns the relationships between professional culture, and personal and professional identity (Lortie 1975). Specifically, the matter of how teachers think about themselves and their professional growth frequently affects their confidence and approaches towards work and life (Peterman 2017). It is therefore timely and useful to explore how teachers might express and understand their personal and professional practices through an innovative approach that allows for reflexive thought leading to progressive, transformative action in and beyond classrooms. The practice in question is digital storytelling (DST) of a particular type.

Since time immemorial, we (as humans) have told stories of varying kinds to enculturate, teach and entertain. DST – the art of telling stories with digital media and tools – is a relatively recent innovation that commonly focuses on the creation and sharing of personal stories...

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References

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  5. Peterman, F. (2017). Identity making at the intersections of teacher and subject matter expertise. In D. J. Clandinin & J. Husu (Eds.), The SAGE handbook of research on teacher education (pp. 193–209). Thousand Oaks: Sage.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.National Institute of EducationSingaporeSingapore

Section editors and affiliations

  • Liang See Tan
    • 1
  • Keith Tan
    • 2
  • Monica Ong
  1. 1.National Institute of EducationSingaporeSingapore
  2. 2.Office of Education ResearchNational Institute of EducationSingaporeSingapore