NARRATIVE PEDAGOGY IN HUMAN SCIENCE PROFESSIONAL EDUCATION: A CASE STUDY OF NOVICE TEACHERS' PROFESSIONAL DEVELOPMENT

Back to Page Authors: Nurit Dvir

Keywords: Narrative pedagogy, Professional knowledge, Professional development, Professional development of novice teachers

Abstract: This paper examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. The data was collected from 43 final papers submitted, over the past three years, by novice teachers who participated in a profession development workshop. Narrative analysis and interpretation, was based on the interpretive-hermeneutic approach and a thematic, holistic examination of content .The holistic analysis of each case reflects the four stages of the teaching-learning process: telling a personal life story, eliciting and analyzing issues, interpreting and contextualizing, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum and challenges the role of the instructor in the learning process; (2) narrative pedagogy can help to create multiple types of professional knowledge and (3) narrative pedagogy can bridge the tension between the personal-practical and theoretical knowledge an issue that challenging the human science professionals; and it can create better connection between the rational thinking and the emotional and feelings, which both needed in teaching and in other human science professionals.