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Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator
ARTICLE

, , , , , University of Texas at Austin, United States ; , Fu-Jen Catholic University, Taiwan ; , University of Texas at Austin, United States

TATE Volume 58, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This paper examines the occurrence and role of personal and professional stories, called small stories or narratives-in-interaction, shared among seven bilingual preservice teachers in nine online classroom discussions in a teacher preparation course. Grounded in qualitative and discourse analytic methods, findings indicated that narratives-in-interaction helped the participants make sense of becoming bilingual educators. Small stories acted to connect academic knowledge to teaching experiences, inviting diverse aspects of the participants’ teaching self across time and personal and professional lives. Affordances of the online platform encouraged the use of small stories as a social practice for professional development as bilingual educators.

Citation

Choi, E., Gaines, R.E., Park, J.b.H., Williams, K.M., Schallert, D.L., Yu, L.T. & Lee, J. (2016). Small stories in online classroom discussion as resources for preservice teachers’ making sense of becoming a bilingual educator. Teaching and Teacher Education: An International Journal of Research and Studies, 58(1), 1-16. Elsevier Ltd. Retrieved August 24, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.03.015

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