Teacher Stories and Transactional Inquiry

Hearing the Voices of Mentor Teachers

Datos Bibliográficos

ID4307779
AutoresCatherine Zeek (Texas Woman's University), Martha Foote (East Texas A&M University), Martha M Foote (East Texas A&M University), Carole Walker (East Texas A&M University)
Año2001
Volumen52
Número5
Páginas377-385
Fecha de publicación2001-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487101052005004
OpenAlexW1971743502
IdiomaEN
Citas recibidas5
Referencias citadas9

The authors trace their work with mentor teachers in a southwestern U.S. professional development school. These mentors met to tell, write, share, and analyze stories of their experiences as mentors to preservice teachers. As the authors worked with several groups of teachers, they began to analyze the processes involved in the sessions. An outcome of the authors' discussions was the idea of transactional inquiry, a method grounded in narrative inquiry, transactional literacy theory, and literary analysis. Transactional inquiry provides a vehicle for teachers to reflect on their own and others' professional development, identify lessons from their teaching, and connect with other teachers through the inquiry process. This article describes the evolution of transactional inquiry as well as the mentors' stories and sharing

Faculty Development · Literacy · Mathematics education · Narrative · Narrative inquiry · Pedagogy · Professional development · Teacher education · TRACE (psycholinguistics) · Transactional analysis · Transactional leadership · Digital Storytelling and Education · Psychology · Reflective Practices in Education · Social Psychology · Teacher Education and Leadership Studies