Cover not available

In:Educating in Dialog: Constructing meaning and building knowledge with dialogic technology
Edited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 181–202

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
authorization required

Dialogic knowledge building

The making of a narrative inquiry teacher education discourse community

 | Brock University
 | University of Saskatchewan
Published online: 14 November 2014
DOI logo with link
https://doi.org/10.1075/ds.24.09par
In this chapter we examine conceptually how we have formed an online narrative inquiry teacher education discourse community over the last year and a half with emphasis on: (1) the beginning process of developing and inviting an online community; (2) the trials and tribulations of building an online community, and; (3) the dialogue process and the obstacles of dialogic interaction online. We focus our attention on building a safe community and use Schwier’s (2002) framework and elements of community building for online collaboration and dialogue. In doing so, we draw on our methodological work in narrative inquiry as well as other scholars’ work in creating communities (Campbell, Schwier, & Kenny 2005; Connelly 2011; Craig 2011). We further use the ‘combined communal interplay’ of dialogue (Weigand 2010), and how to begin such a process online, to define the process, dilemmas, and complexities that we work through and conceptualize in this chapter.
References (34)
Ben-Peretz, Miriam. 2009. Policy Making in Education: A Holistic Approach Responding to Global Changes. Lanham, MD: Rowan & Littlefield.Google Scholar logo with link to Google Scholar
Bohm, David, Donald Factor, and Peter Garrett. 1991. “Dialogue – A Proposal.” [URL]. (last date of access 28 August 2007).
Britzman, Deborah P. 1991. Practice Makes Practice: A Critical Study of Learning to Teach. Albany, NY: SUNY press.Google Scholar logo with link to Google Scholar
Campbell, Katy, Richard A. Schwier, and Richard Kenny. 2005. “Agency of the Instructional Designer: Moralcoherence and Transformative Social Practice.” Australasian Journal of Educational Technology 21 (2): 242–262.Google Scholar logo with link to Google Scholar
Ciuffetelli Parker, Darlene. 2008. “Literacy Leadership and the Administrator: Relationship as Moral Agency from within.” The International Electronic Journal for Leadership and Learning 12 (9).Google Scholar logo with link to Google Scholar
Ciuffetelli Parker, Darlene, Julian Kitchen, and Debbie Pushor. 2011. “Narrative Inquiry, Curriculum Making, and Teacher Education.” In Narrative Inquiries into Curriculum Making in Teacher Education, ed. by Julian Kitchen, Darlene Ciuffetelli Parker, and Debbie Pushor, 3–18. Bingley, UK: Emerald Publishing. Google Scholar logo with link to Google Scholar
Clandinin, Jean D., and Michael F. Connelly. 1996. “‘Teachers’ Professional Knowledge Landscapes. Teacher Stories – Stories of Teachers – School Stories – Stories of Schools.” Educational Researcher 25 (3): 24–30.Google Scholar logo with link to Google Scholar
Clandinin, Jean D., and Micheal F. Connelly. 2000. Narrative inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.Google Scholar logo with link to Google Scholar
Conle, Carole. 1996. “Resonance in Pre-service Teacher Inquiry.” American Educational Research Association Journal 33 (2): 297–325. Google Scholar logo with link to Google Scholar
Connelly, Michael F., and Jean D. Clandinin. 1988. Teachers as Curriculum Planners: Narratives of Experience. New York, NY: Teachers College Press.Google Scholar logo with link to Google Scholar
Connelly, Michael, F., and Jean D. Clandinin. 2006.“Narrative Inquiry.” Handbook of Complementary Methods in Educational Research, ed. by J. Green, G. Camilli, and P. Elmore, 477–489. Washington, DC: American Educational Research Association.Google Scholar logo with link to Google Scholar
Connelly, F. Michael. 2011. “Foreword.” In Narrative Inquiries into Curriculum Making in Teacher Education. ed. by Julian Kitchen, Darlene Ciuffetelli Parker, and Debbie Pushor, xi–xvi. Bingley, UK: Emerald Publishing, UK. Google Scholar logo with link to Google Scholar
Craig, Cheryl. 1995. “Knowledge Communities: A Way of Making Sense of How Beginning Teachers Come to Know.” Curriculum Inquiry 25 (2): 151–175. Google Scholar logo with link to Google Scholar
. 2009. “Research in the Midst of Organized School Reform: Versions of Teacher Communities in Tension.” American Educational Research Journal 46 (2): 598–619. Google Scholar logo with link to Google Scholar
. 2011. “Narrative Inquiry in Teaching and Teacher Education.” In Narrative Inquiries into Curriculum Making in Teacher Education, ed. by Julian Kitchen, Darlene Ciuffetelli Parker, and Debbie Pushor, 19–42. Bingley, UK: Emerald Publishing. Google Scholar logo with link to Google Scholar
Craig, Cheryl, and Margaret Olson. 2002. “The Development of Teachers’ Narrative Authority in Knowledge Communities: A Narrative Approach to Teacher Learning.” In Narrative Inquiry in Practice: Advancing the Knowledge of Teaching, ed. by Nona Lyons, and Vicky LaBoskey, 115–129. New York, NY: Teachers College Press.Google Scholar logo with link to Google Scholar
Cochran-Smith, Marilyn, and Susan L. Lytle. 2009. Inquiry as Stance. Practitioner Research in the New Era. New York, NY: Teachers College Press.Google Scholar logo with link to Google Scholar
Cochran-Smith, Marilyn, and Kenneth Zeichner (eds). 2005. Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education. Upper Saddle River, Mahwah NJ: Lawrence Erlbaum Associates.Google Scholar logo with link to Google Scholar
Daniel, Ben K., Richard A. Schwier, and Heather M. Ross. 2007. “Synthesis of the Process of Learning through Discourse in a Formal Virtual Learning Community.” Journal of Interactive Learning Research 18 (4): 61–477.Google Scholar logo with link to Google Scholar
Darling-Hammond, Linda, and John Bransford (eds). 2005. Preparing Teachers for a Changing World:What Teachers Should Learn and Be Able to Do. San Francisco, CA: Jossey Bass.Google Scholar logo with link to Google Scholar
Darling-Hammond, Linda. 2006. Powerful Teacher Education: Lessons from Exemplary Programs. San Francisco, CA: Jossey-Bass.Google Scholar logo with link to Google Scholar
Dewey, John. 1938. Experience and Education. New York, NY: Macmillan Co.Google Scholar logo with link to Google Scholar
Downey, Charles A., and D. Jean Clandinin. 2010. “Narrative Inquiry as Reflective Practice: Tensions and Possibilities.” In Handbook of Reflection and Reflective Practice: Mapping a Way of Knowing for Professional Reflective Inquiry, ed. by Nona Lyons, 383–397. XXVII (Chapter 19). New York, NY: Springer. Google Scholar logo with link to Google Scholar
Grimmett, Peter, and Ann Chinnery. 2009. “Bridging Policy and Professional Pedagogy in Teaching and Teacher Education: Buffering Learning by Educating Teachers as Curriculum Makers: A Review.” Curriculum Inquiry 39 (1): 125–143. Google Scholar logo with link to Google Scholar
Grumet, Madeleine. 2009. “Commentary: The Politics of Curriculum Creativity.” LEARNing Landscapes 2 (2): 25–30.Google Scholar logo with link to Google Scholar
Huber, Janice, and D. Jean Clandinin. 2005. “Living in Tension. Negotiating a Curriculum of Lives on the Professional Knowledge Landscape.” In Learning from Research on Teaching: Perspective, Methodology and Representation, ed. by J. Brophy, and S. Pinnegar, 313–336. Bingley, UK: Emerald.Google Scholar logo with link to Google Scholar
Kitchen, Julian, Darlene Ciuffetelli Parker, and Debbie Pushor (eds). 2011. Narrative Inquiries into Curriculum Making in Teacher Education. Bingley, UK: Emerald Publishing.Google Scholar logo with link to Google Scholar
Olson, Margaret. 1995. “Conceptualizing Narrative Authority: Implications for Teacher Education.” Teaching and Teacher Education 11 (2): 119–135. Google Scholar logo with link to Google Scholar
Olson, Margaret, and Cheryl Craig. 2001. “Opportunities and Challenges in the Development of Teachers’ Knowledge: The Development of Narrative Authority through Knowledge Communities.” Teaching and Teacher Education 17 (7): 667–684. Google Scholar logo with link to Google Scholar
Pushor, Debbie, and Claudia RuitenbergPrincess Alexandra Community School, with co-researchers from . 2005. November. Parent Engagement and Leadership. Research report, project #134, Dr. Stirling McDowell Foundation for Research into Teaching, Saskatoon, SK, 79. [URL]. (last date of access 18 Sept. 2013).Google Scholar logo with link to Google Scholar
Schwier, Richard A. 2002. “Shaping the Metaphor of Community in Online Learning Environments.” Paper presented to the International Symposium on Educational Conferencing . The Banff Centre, Banff: Alberta.
Schwier, Richard A., and Shelly Balbar. 2002. “The Interplay of Content and Community in Synchronous and Asynchronous Communication: Virtual Communication in a Graduate Seminar.” Canadian Journal of Learning and Technology 28 (2): 21–30.Google Scholar logo with link to Google Scholar
Weigand, Edda. 2008. Dialogue and Rhetoric. Amsterdam: John Benjamins Publishing. Google Scholar logo with link to Google Scholar
. 2010. Dialogue: The Mixed Game. Amsterdam: John Benjamins Publishing. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue