Using Artefacts in Narrative Pedagogies: a case from beginning teachers’ peer group meetings

References

• Avalos, B. 2011. “Teacher Professional Development in Teaching and Teacher Education over Ten Years.” Teaching and Teacher Education 27 (1): 10–20. doi:10.1016/j.tate.2010.08.007.
   Web of Science ®Google Scholar
• Avalos, B. 2016. “Learning from Research on Beginning Teachers.” In International Handbook of Teacher Education, edited by J. Loughran and M. L. Hamilton, 487–522. Singapore:Springer.
   Google Scholar
• Ballet, K., and G. Kelchtermans. 2008. “Workload and Willingness to Change: Disentangling the Experience of Intensification.” Journal of Curriculum Studies 40 (1): 47–67. doi:10.1080/00220270701516463
   Web of Science ®Google Scholar
• Bamberg, M., and A. Georgakopoulou. 2008. “Small Stories as a New Perspective in Narrative and Identity Analysis.” Text and Talk 28 (3): 377–396. doi:10.1515/TEXT.2008.018.
   Web of Science ®Google Scholar
• Bell, M. E., and S. E. Bell. 2012. “What to Do with All This ‘Stuff’? – Memory, Family and Material Objects.” Storytelling, Self and Society 8 (2): 63–84. doi:10.2307/41949178
   Google Scholar
• Benjaminsen, N., and E. Sorensen. 2011. “Circulation of Authorizations in the Classroom: A Socio-Material Process.” Science as Culture 20 (4): 433–453. doi:10.1080/09505431.2011.605922
   Web of Science ®Google Scholar
• Burkitt, I. 1999. Bodies of Thought. Embodiment, Identity and Modernity. London: Sage.
   Google Scholar
• Carter, K. 1993. “The Place of Story in the Study of Teaching and Teacher Education.” Educational Researcher 22 (1): 5–12. 18. doi10.3102/0013189X022001005.
   Google Scholar
• Casey, K. 1995–1996. “The New Narrative Research in Education.” Review of Research in Education 21 (1): 211–253. doi:10.3102/0091732X021001211.
   Web of Science ®Google Scholar
• Clandinin, D. J. 2013. Engaging in Narrative Inquiry. Walnut Creek: Left Coast Press.
   Google Scholar
• Clandinin, D. J., and F. M. Connelly. 1996. “Teachers’ Professional Knowledge Landscapes Teacher Stories—Stories of Teachers—School Stories—Stories of School.” Educational Researcher 19 (5): 2–14.
   Google Scholar
• Clandinin, D. J., and F. M. Connelly. 2000. Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco: Jossey-Bass.
   Google Scholar
• Conle, C. 1996. “Resonance in Pre-service Teacher Inquiry.” American Educational Research Journal 33 (2): 297–325. doi:10.3102/00028312033002297.
   Web of Science ®Google Scholar
• Craig, C. J., J. You, and S. Oh. 2017. “Pedagogy through the Pearl Metaphor: Teaching as a Process of Ongoing Refinement.” Journal of Curriculum Studies 49 (6): 757–781. doi:10.1080/00220272.2015.1066866
   Web of Science ®Google Scholar
• De Fina, A., and A. Georgakopoulou. 2012. Analyzing Narrative. Discourse and Sociolinguistic Perspectives. Cambridge: Cambridge University Press.
   Google Scholar
• Devos, A. 2010. “New Teachers, Mentoring, and the Discursive Formation of Professional Identity.” Teaching and Teacher Education 26 (5): 1219–1223. doi:10.1016/j.tate.2010.03.001.
   Web of Science ®Google Scholar
• Elbaz-Luwisch, F. 2005. Teachers’ Voices: Storytelling and Possibility. Greenwich CT: Information Age Publishing.
   Google Scholar
• Elbaz-Luwisch, F. 2010. “Writing and Professional Learning: The Uses of Autobiography in Graduate Studies in Education.” Teachers and Teaching: Theory and Practice 16 (3): 307–327. doi:10.1080/13540601003634404.
   Web of Science ®Google Scholar
• Ericson, L., and S. Pinnegar. 2017. “Consequences of Personal Teaching Metaphors for Teacher Identity and Practice.” Teachers and Teaching: Theory and Practice 23 (1): 106–122. doi:10.1080/13540602.2016.1203774.
   Web of Science ®Google Scholar
• Estola, E., H. L. T. Heikkinen, and L. Syrjälä. 2014. “Narrative Pedagogies for Peer Groups.” In International Teacher Education: Promising Pedagogies (Part A), edited by C. J. Craig and L. Orland-Barak 155–172. Bingley, UK: Emerald. doi:10.1108/S1479-36872014000002201.
   Google Scholar
• Estola, E., S.-L. Kaunisto, U. Keski-Filppula, L. Syrjälä, and M. Uitto. 2007. Lupa Puhua. Kertomisen Voima Arjessa Ja Työssä. [The promise to speak. The power of storytelling in everyday life and work]. Jyväskylä: PS-kustannus.
   Google Scholar
• Feiman-Nemser, S. 2001. “Helping Novices Learn to Teach: Lessons from an Exemplary Support Teacher.” Journal of Teacher Education 52 (1): 17–30. doi:10.1177/0022487101052001003.
   Web of Science ®Google Scholar
• Feiman-Nemser, S. 2012. Teachers as Learners. Cambridge: Harvard Education Press.
   Google Scholar
• Fenwick, T., R. Edwards, and P. Sawchuk. 2011. Emerging Approaches to Educational Research. Tracing the Sociomaterial. London-New York: Routledge.
   Google Scholar
• Fox, R. K., L. S. Muccio, C. S. White, and J. Tian. 2015. “Investigating Advanced Professional Learning of Early Career and Experienced Teacher through Program Portfolios.” European Journal of Teacher Education 38 (2): 154–179. doi:10.1080/02619768.2015.1022647.
   Web of Science ®Google Scholar
• Goodson, I. F., and S. R. Gill. 2011. Narrative Pedagogy. Life History and Learning. New York: Peter Lang.
   Google Scholar
• Hadar, L. L., and D. L. Brody. 2013. “The Interaction between Group Processes and Personal Professional Trajectories in a Professional Development Community for Teacher Educators.” Journal of Teacher Education 64 (2): 145–161. doi:10.1177/0022487112466898
   Web of Science ®Google Scholar
• Hanne, M., and A. Kaal, eds. 2019. Narrative and Metaphor in Education. Look Both Ways. London: Routledge.
   Google Scholar
• Harju, V., and H. Niemi. 2018. “Teachers’ Changing Work and Support Needs from the Perspectives of School Leaders and Newly Qualified Teachers in the Finnish Context.” European Journal of Teacher Education 41 (5): 670–687. doi:10.1080/02619768.2018.1529754.
   Web of Science ®Google Scholar
• Heikkinen, H. L. T., H. Jokinen, and P. Tynjälä, eds. 2012. Peer-group Mentoring for Teacher Development. Oxford: Routledge.
   Google Scholar
• Howe, E., and M. Arimoto. 2014. “Narrative Teacher Education Pedagogies from across the Pacific.” In International Teacher Education: Promising Pedagogies (Part A), edited by C. J. Craig and L. Orland-Barak. 213–232. Bingley, UK: Emerald. doi:10.1108/S1479-368720140000022014.
   Google Scholar
• Huber, J., V. Caine, M. Huber, and P. Steeves. 2013. “Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience.” Review of Research in Education 37 (1): 212–242. doi:10.3102/0091732X12458885.
   Web of Science ®Google Scholar
• Hultman, K., and H. Lenz Taguchi. 2010. “Challenging Anthropocentric Analysis of Visual Data: A Relational Materialist Methodological Approach to Educational Research.” International Journal of Qualitative Studies in Education 23 (5): 525–542. doi:10.1080/09518398.2010.500628.
   Google Scholar
• Ingersoll, R. M., and M. Strong. 2011. “The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research.” Review of Educational Research 81 (2): 201–233. doi:10.3102/0034654311403323
   Web of Science ®Google Scholar
• Juutinen, J., and E. Viljamaa. 2016. “A Narrative Inquiry about Values in a Finnish Preschool: The Case of Traffic Lights.” International Journal of Early Childhood 48 (2): 193–207. doi:10.1007/s13158-016-0165-1.
   Google Scholar
• Kelchtermans, G. 2009. “Who I Am in How I Teach Is the Message: Self-Understanding, Vulnerability and Reflection.” Teachers and Teaching: Theory and Practice 15 (2): 257–272. doi:10.1080/13540600902875332
   Web of Science ®Google Scholar
• Kelchtermans, G. 2014. “Narrative-Biographical Pedagogies in Teacher Education.” In International Teacher Education: Promising Pedagogies (Part A), edited by C. J. Craig and L. Orland-Barak. 273–291. Bingley, UK: Emerald. doi:10.1108/S1479-368720140000022017.
   Google Scholar
• Kelchtermans, G., and K. Ballet. 2002. “The Micropolitics of Teacher Induction. A Narrative-Biographical Study on Teacher Socialisation.” Teaching and Teacher Education 18 (1): 105–120. doi:10.1016/S0742-051X(01)00053-1.
   Web of Science ®Google Scholar
• Kemmis, S., H. L. T. Heikkinen, J. Aspfors, G. Fransson, and C. Edwards-Groves. 2014. “Mentoring as Contested Practice: Support, Supervision and Collaborative Self Development.” Teaching and Teacher Education 43: 154–164. doi:10.1016/j.tate.2014.07.001.
   Web of Science ®Google Scholar
• Lakoff, G., and M. Johnson. 1980. Metaphors We Live By. Chicago: University of Chicago Press.
   Google Scholar
• Lehtonen, M. 2014. Maa-ilma: Materialistisen Kulttuuriteorian Lähtökohtia [Starting Points for Materialistic Cultural Theory]. Tampere: Vastapaino.
   Google Scholar
• März, V., G. Kelchtermans, and K. Vermeir. 2017. “Artifacts as Authoritative Actors in Educational Reform: Routines, Institutional Pressures, and Legitimacy in Student Data Systems.” Journal of Educational Change 18 (4): 439–464. doi:10.1007/s10833-017-9309-9.
   Web of Science ®Google Scholar
• Pillen, M., D. Beijaard, and P. Den Brok. 2013. “Tensions in Beginning Teachers’ Professional Identity Development, Accompanying Feelings and Coping Strategies.” European Journal of Teacher Education 36 (3): 240–260. doi:10.1080/02619768.2012.696192.
   Web of Science ®Google Scholar
• Riessman, C. K. 2008. Narrative Methods for Human Sciences. Los Angeles, CA: Sage.
   Google Scholar
• Rodgers, C., and M. Raider-Roth. 2006. “Presence in Teaching.” Teachers and Teaching: Theory and Practice 12 (3): 265–287. doi:10.1080/13450600500467548.
   Google Scholar
• Ropo, E., and M. Huttunen. 2013. Puheenvuoroja Narratiivisuudesta Opetuksessa Ja Oppimisessa [Accounts about Narrativity in Teaching and Learning]. Tampere: Tampere University Press.
   Google Scholar
• Schön, A. 1979. “Generative Metaphor: A Perspective on Problem-Setting in Social Policy.” Metaphor and Thought edited by A. Ortony 254–283. Cambridge:Cambridge University Press.
   Google Scholar
• Spector-Mersel, G. 2010. “Narrative Research: Time for a Paradigm.” Narrative Inquiry 20 (1): 204–224. doi:10.1075/ni.20.1.10spe.
   Web of Science ®Google Scholar
• Strangeways, A., and L.-H. Papatraianou. 2016. “Case-based Learning for Classroom Ready Teachers: Addressing the Theory Practice Disjunction through Narrative Pedagogy.” Australian Journal of Teacher Education 41: 9. doi:10.14221/ajte.2016v41n9.7.
   Web of Science ®Google Scholar
• Tammets, K., K. Pata, and E. Eisenschmidt. 2019. “Novice Teachers Learning and Knowledge Building during the Induction Programme.” European Journal of Teacher Education 42 (1): 36–51. doi:10.1080/02619768.2018.1523389.
   Web of Science ®Google Scholar
• Thomas, L., and C. Beauchamp. 2011. “Understanding New Teachers’ Professional Identities Through Metaphor.” Teaching and Teacher Education 27 (4): 762–769. doi:10.1016/j.tate.2010.12.007.
   Web of Science ®Google Scholar
• Uitto, M., S.-L. Kaunisto, G. Kelchtermans, and E. Estola. 2016. “Peer Group as a Meeting Place: Reconstructions of Teachers’ Self-Understanding and the Presence of Vulnerability.” International Journal of Educational Research 75: 7–16. doi:10.1016/j.ijer.2015.10.004.
   Web of Science ®Google Scholar
• Vermeir, K., and G. Kelchtermans. 2020. “Innovative Practice as Interpretative Negotiation. A Case-Study on the Kamishibai in Kindergarten.” Teachers and Teaching: Theory and Practice 26 (3–4): 248–263. doi:10.1080/13540602.2020.1820978.
   Web of Science ®Google Scholar