Teachers’ Pedagogical Stories and the Shaping of Classroom Participation
“The Dancer” and “Graveyard Shift at the 7-11”
Bibliographic Data
| ID | 8223450 |
|---|---|
| Authors | Lesley A Rex (University of Michigan, corresponding author), Timothy J Murnen (Bowling Green State University), Jack Hobbs (San Marcos High School), David McEachen (Santa Barbara High School) |
| Year | 2002 |
| Volume | 39 |
| Issue | 3 |
| Pages | 765-796 |
| Publication date | 2002-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312039003765 |
| OpenAlex | W2107785296 |
| Language | EN |
| Citations received | 16 |
| References cited | 20 |
This article illustrates how teachers’ pedagogical stories inscribe worlds, beliefs, and identities that position their students’ participation and performance. Based on a view of storytelling as a rich site for observing teaching as the joint social construction of “self” as successful academic performer and social actor, the article analyzes two teachers’ storytelling practices that, unbeknown to them, were integral to teaching and learning in their high school classrooms. The two teachers held contrasting visions of education and accomplishment. The analyses of the teachers’ object lesson stories illustrate the particular dispositions, beliefs, and values that they manifested for their own roles as teachers as well as for their students’ roles as learners. Each set of stories appealed to a particular demographic group of students. By juxtaposing these unique narrative repertoires, the article extends sociocultural theories of how successful student participation is a local, interactive accomplishment tied in complex ways to larger social narratives
Art · Mathematics education · Narrative · Object (grammar · Pedagogy · Set (abstract data type · Sociocultural evolution · Sociology · Storytelling · Vision · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Considering the benefits of research participation
Mature Students Matter
Narratives in the classroom
“Yeah, yeah, keep going!”
Performing curriculum and constructing identity
Reconstructing Teacher’s Professional Identity in a Research Discourse
Resistance to Classroom Participation
Dialogicity and narrativity in pedagogical interaction in the classroom. A proposal for analysing teacher discourse in the teaching process / Dialogicidad y narratividad en la interacción pedagógica del aula. Una propuesta para el análisis del discurso docente en el proceso de enseñanza
Retracted ‘But you might be damaging your baby’
Discussion dilemmas
How teachers become teacher researchers
Reconsidering research on teachers’ professional identity
Situating Narrative-Minded Research
Oral Narrative Genres as Dialogic Resources for Classroom Literature Study
Ethnography for Teacher Education
Pedagogic ventriloquation
Actual Minds, Possible Worlds
Social Linguistics and Literacies
The Interpretation of Cultures
Literacy in Theory and Practice
Modernity and self-identity
Modernity and Self-Identity
Outline of a Theory of Practice
Critical Discourse Analysis
Individual and Social Meanings in the Classroom
If Anything is Odd, Inappropriate, Confusing, or Boring, It’s Probably Important”
Judy constructs a genuine question
The Social Construction of Intertextuality in Classroom Reading and Writing Lessons
The Remaking of a High School Reader
The Value of Narrativity in the Representation of Reality
| Unique citing works | 16 |
|---|---|
| Citations per year | 0.73 |
| Citation span | 2004 - 2024 (21) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 16 |