A Cautionary Tale: A Dialogic Re-reading of a Student Teacher’s Visual Narrative

@inproceedings{Johnson2001ACT,
  title={A Cautionary Tale: A Dialogic Re-reading of a Student Teacher’s Visual Narrative},
  author={Greer Cavallaro Johnson},
  year={2001}
}
In the past, narrative inquiry into teaching has relied mostly on written materials in the form of autobiographies, biographies and personal diaries and journals. This paper changes the focus from the written mode to the visual-verbal by examining one student-teacher’s hand drawn picture book as a representation of her becoming a teacher. The analytic aim is to produce a re-reading of one student teacher’s text that extends and critiques her “common-sense”interpretation. Rather than accepting… CONTINUE READING