![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
On the 20th anniversary of J. K. Rowling’s Harry Potter series, we examine the narratives of pedagogical practice of three teachers at “Hogwarts School of Witchcraft and Wizardry”. By drawing on these characters’ stories of teaching as presented in Rowling’s novels, we foreground their personal practical knowledge and the relationship of this knowledge to their curriculum-making. We do this in order to highlight the importance of narrative perspective and context in the assessment and evaluation of teachers’ pedagogical practice.
Acknowledgement
This paper was written with financial support provided by The University of Kansas School of Education General Research Fund, 2017–2018.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
This paper was written with financial support provided by The University of Kansas School of Education General Research Fund, 2017–2018.