Abstract

We apply a literary definition of story (struggle, protagonist, and resolution) to an American primary school teacher's reflections on experimenting with new teaching practices. This definition makes issues of equity explicit and revealed what the teacher saw as possible for changing her practice. By re-storying her stories – offering evidence from interviews, video, and surveys to affirm or complicate interpretations – we consider the power of storytelling to deepen commitments to reform and challenge skepticism. When done collaboratively between teacher educators and teachers, restorying could be a generative analytic process of learning from practice.

Citation

Sengupta-Irving, T., Redman, E. & Enyedy, N. (2013). Re-storying practice: Using stories about students to advance mathematics education reform. Teaching and Teacher Education: An International Journal of Research and Studies, 31(1), 1-12. Elsevier Ltd. Retrieved August 5, 2024 from https://www.learntechlib.org/p/113793/.

Keywords

• Definitions
• Educational Change
• Elementary School Teachers
• Inservice Teacher Education
• Instructional Innovation
• Interviews
• Learning Activities
• Learning Processes
• Literary Devices
• Literary Genres
• mathematics education
• Mathematics Instruction
• reform
• Stories
• Story Telling
• Surveys
• Teacher Behavior
• Teacher Educators
• Teacher learning
• teaching methods
• Video Technology