On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing

@article{Parr2015OnNB,
  title={On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing},
  author={Graham Bruce Parr and Scott Bulfin and Renee Castaldi and Elizabeth Griffiths and Charmaine Manuel},
  journal={Cambridge Journal of Education},
  year={2015},
  volume={45},
  pages={133 - 148}
}
Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore… Expand
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