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DOI

10.14221/ajte.2018v43n8.5

Abstract

Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the written contents of the teachers’ resolution scrapbooks. More specifically, I asked, "What are the effects of the application of the resolution scrapbook on the recurring narratives of six pre-service teachers?"

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COinS

Link to publisher version (DOI)

10.14221/ajte.2018v43n8.5