This study is an exploration of the lived experiences of three secondary teachers who have developed innovative approaches to English education in response to the needs of diverse, multi-literate urban students. The research marries multiliteracies pedagogy with narrative inquiry, and explores themes and discourses in the teachers’ narrations of their practices. From the new perspective developed from this pairing emerge two significant findings. First, the study contributes to teacher development by synthesizing concepts of design in multiliteracies pedagogy and personal practical knowledge in narrative inquiry. From this synthesis arises the notion of the intentional design of personal practical knowledge occurring through self-directed professional learning that leads to innovation in teaching. Second, the study develops the concepts of interacting narratives and professional knowledge landscape, offering a method of analyzing the multifaceted interactions of Self and Other narratives in the context of a professional knowledge ecosystem. This method provides a specific framework for contextualizing interacting narratives and provides a new clarity of focus in narrative research texts.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/43592 |
| Date | 09 January 2014 |
| Creators | Hegge, Laura |
| Contributors | Beattie, Mary |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.002 seconds