Stories about teaching: Using qualitative data to promote reflective practices

Abstract

In this article two teacher educators describe an approach they have used with preservice early childhood and early childhood special education majors. They explain how the approach that they call “stories about teaching” resembles, yet differs from case study methods. The authors explain the process they used to develop, pilot, and use stories derived from qualitative data that they gathered in various early childhood settings. They explain how discussions based on the stories have provided their students opportunities to explore real‐life teaching situations from multiple perspectives, increase the depth of their reflections, and link theory to practice. © 2005 Elsevier Inc. All rights reserved.

Keywords:

• Preservice early childhood

Notes

Corresponding author. Tel: [phone]. E‐mail address: [email protected] (D.J. Appl).