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Reflection Through Narrative: The Power of Narrative Inquiry in Early Childhood Teacher Education.

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Title: Reflection Through Narrative: The Power of Narrative Inquiry in Early Childhood Teacher Education.
Authors: Meier, DanielR.1 (AUTHOR) dmeier@sfsu.edu, Stremmel, AndrewJ.2 (AUTHOR)
Source: Journal of Early Childhood Teacher Education. Jul2010, Vol. 31 Issue 3, p249-257. 9p.
Subject Terms: *Teacher researchers, *Early childhood education, *Early childhood teachers, *Master of arts degree, Narrative inquiry (Research method)
Abstract: This article discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education. The article provides an overview of essential forms and functions of narrative, paying particular attention to the contributions of narrative inquiry, which is a research framework rarely applied to early childhood education. In this discussion, we provide illustrative examples of our teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level. These narrative-in-action examples are drawn from the second author's inquiry collaboration with teachers in the rural Midwest and the first author's teaching of an MA level course on narrative inquiry and memoir in a metropolitan area in northern California. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Reflection Through Narrative: The Power of Narrative Inquiry in Early Childhood Teacher Education.
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  Data: This article discusses the value of narrative for conceptualizing and promoting teacher research and inquiry in early childhood teacher education. The article provides an overview of essential forms and functions of narrative, paying particular attention to the contributions of narrative inquiry, which is a research framework rarely applied to early childhood education. In this discussion, we provide illustrative examples of our teaching and research with early childhood teacher researchers applying elements of narrative at the graduate level. These narrative-in-action examples are drawn from the second author's inquiry collaboration with teachers in the rural Midwest and the first author's teaching of an MA level course on narrative inquiry and memoir in a metropolitan area in northern California. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Early Childhood Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10901027.2010.500538
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      – SubjectFull: Early childhood education
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      – SubjectFull: Early childhood teachers
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      – SubjectFull: Master of arts degree
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