Personal and professional self-discovery through collaborative autobiography
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Date
1998
Authors
Enns, Edith
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998
Abstract
The purpose of this research is to evaluate the process
of collaborative autobiography as a means of facilitating
teacher development. The model of collaborative
autobiography studied was the course Teachers' Stories and
Teacher Development (Ed. 5210) taught by Dr. Richard Butt.
The research is couched in a qualitative context.
Conversations were held with eight practising educators, as
well as with Dr. Richard Butt. These conversations were
taped, transcribed and interpreted for themes.
The research revealed the following thematic structure.
The ground of collaborative autobiography saw the
participants lives as the texts. Significant contextual
factors were trust, confidentiality, and levels of
disclosure. Whether a teacher was required to take the
course, or opted to take the course, was also a vital factor.
My research revealed the importance of the oral aspect of
collaborative autobiography: that is, speaking, listening,
and responding. Further, the role of the facilitator (in
this case Dr. Richard Butt) as a sensitive and nurturing
participant was essential to a pedagogy which viewed
horizontal and collegial relationships as key.
Meaningful changes in teaching practise occurred as a
result of participation In the process of collaborative
autobiography. Teachers took greater risks and were more open to change in their teaching, both in terms of teaching
styles and curriculum. On the other hand, three out of eight
participants did not see a significant change in their
teaching practise as a result of walking through the
collaborative process. The research further showed that
sharing of teachers' stories in a collaborative setting
helped teachers to examine, redefine, and finally articulate
more clearly their teaching philosophies. Teachers gained
self-confidence, took greater risks, had increased empathy
for students, and were empowered to find their individual
teacher voice. Only one out of the eight participants did
not see a positive correlation between his participation in
Teachers' Stories and the shaping of teacher beliefs.
Finally, the research illustrated that typically what, how,
and why teachers teach parallels their personal lives-present,
past and future. Exceptions to this were two out of
eight participants who separated their private life from
their professional life.
In terms of evaluation, teachers generally saw their
participation in Ed. 5210 as having a tremendous impact in
terms of teacher development. Highlights were the
development of collegiality in a collaborative context; and
the realization that teachers themselves are our greatest
possible resource in teacher development.
A conclusive recommendation stemming from the research
was that class size should be no more that ten people, and that some use should be made of small groups. Several
participants felt that Teachers' Stories should be followed
up by a Practicum which would give follow through for
effective teacher development. Some problematic issues
surfaced from a participant who had taken Teachers' Stories
in the larger, more complicated class of 16 students. This
person was concerned over the issue of safety, and a seeming
lack of adequate support for participants undergoing severe
emotional trauma in their personal and/or professional lives.
In conclusion, the research clearly illustrated that the
prime objective of collaborative autobiography is liberation
and emancipation of teachers through individual and
collective action.
My research is written in a conversational/dialogical
format. My prologue and epilogue, as well as sketches of
research participants lives in poetry segments, lend the
paper a unique autobiographical and biographical flavor.
Description
viii, 144 leaves ; 28 cm. --
Keywords
Autobiography , Teachers -- Biography , Teachers -- In-service training