Project Lead: Peter M Nelson, Curriculum and Pedagogy
Project description
Lived experience is continuous, temporal, and social, and we make sense of our experiences as narratives’ stories told and retold, revised and recomposed, upon streams of continuous experience. Using narrative inquiry methods to investigate lived experiences, this project will explore the use of storying practices with Teacher Candidates across UBC’s 11-month B.Ed. program. Participants will be my students in two Secondary Social Studies courses in W1 2024: EDCP 332-A (302) and EDCP 332-A (303). Narrative inquiry is a collaborative, relational methodology with germane pedagogical connections; thus, my aims are two-fold: A) Inquire how storying, as a new addition to my own pedagogical practice, impacts classroom relationalities, B) Explore how storying shapes TCs conceptions of their teacher selves and programmatic experiences more broadly.
Research questions
1) What are the potential uses of narrative/storying practices for Secondary Social Studies Teacher Education?
2) What do storying practices reveal about Teacher Candidates’ experiences in an 11-month B.Ed. program?
3) To what extent do narrative/storying practices in Teacher Education strengthen/enrich the relational space of the classroom?