Self-study and narrative-biographical approaches in teacher education
DOI:
https://doi.org/10.15448/1981-2582.2014.2.13331Keywords:
Self-study. Narrative-biographical approaches. Lifehistories. Teachereducation.Abstract
This paper look at the potential of self-study and narrative-biographical approaches in teacher education, based upon the work by Goodson, namely in regard to life histories and an interview to the author, carried out in 2007, by one of the authors of this paper (Maria Inês Marcondes) and by Kelchtermans. Common features between the two approaches will be examined, namely self and reflexivity, context, commitment in regard to social justice/transformation and collaboration. This paper argue that combining the two approaches may offer to researchers and teachers a richer analysis of teacher and school work as well as of training processes. The two approaches may be seen as complementary, each of one offering ways of going beyond the limitations of the other.
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