Abstract
Life histories offer rich narratives, reflections and recollections about diversity and the way their own assumptions/prejudices impact on teaching practice. Life history is a well-documented approach, which enhances retrospective and reflexive thinking through narrative, reflection and contextualization (Goodson, 2014). This is of particular importance for teachers and their professional learning as their life experiences and background affect what they believe, and consequently, how they teach. Life history is relevant and powerful as a method of researching teacher philosophy and practice (Goodson and Hargreaves, 1996). This paper revolves around professional narratives of selected American teachers with emphasis on their understanding and valuing of culturally responsive teaching practice during their careers.
Presenters
Eugenia ArvanitisAssistant Professor, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece, Greece
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Adult, Community, and Professional Learning
KEYWORDS
Teacher Narratives, Diversity
