ABSTRACT Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice.

中文翻译：

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“探索整个社会正义”叙述作为教师教育中重要的社会文化知识发展的工具

摘要许多师范教育计划为教师提供了阅读，写作和讨论批判教学法的机会，希望此类工作将使他们能够发展更加公平和公正的教学实践。但是，在师范教育教室中进行的教学理论讨论与这些教师的K-12教室中的教学实践之间通常仍然存在差距。在这项研究中，我们研究了一位老师加布里埃拉（Gabriela）如何利用叙事将她的三年级课堂与她在教师教育课程中探索的关键概念联系起来。嵌入在职教师教育计划的民族志案例研究中，我们使用话语分析方法来考察社会文化知识和加布里埃拉通过叙事建构的身份，因为她在课程中涉及语言，种族和权力问题。我们考虑了该空间中的一些叙事能力，包括它如何使加布里埃拉整合她对多个课程主题的理解，如何以多种方式定位自己作为一名教师，以及破坏她在课堂上对种族和种族主义的现有理解。该分析表明，以批判为导向的教师教育计划可能更有意为叙事提供空间，以将批判理论与教学实践联系起来。包括它如何使加布里埃拉整合她对多个课程主题的理解，如何以多种方式定位自己作为老师的身份，以及破坏她在课堂上对种族和种族主义的现有理解。该分析表明，以批判为导向的教师教育计划可能更有意为叙事提供空间，以将批判理论与教学实践联系起来。包括它如何使Gabriela整合她对多个课程主题的理解，如何以多种方式定位自己作为老师的身份，以及破坏她在课堂上对种族和种族主义的现有理解。该分析表明，以批判为导向的教师教育计划可能更有意为叙事提供空间，以将批判理论与教学实践联系起来。