ABSTRACT

This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life story, eliciting and analysing issues, interpreting and contextualising, and reflecting/integrating personal and theoretical knowledge. Findings show that (1) narrative pedagogy relies on a dynamic curriculum (2) the role of the instructor is changed in the learning process (3) It can bridge the gap between emotional-personal and theoretical knowledge.

摘要

本文通过两个案例研究，探讨了叙事教学法的特点，实施和对新手教师专业发展的贡献。对每种情况的整体分析反映了一种叙事的教学法模型，该模型包括教学过程的四个阶段：讲述个人生活故事，引发和分析问题，解释和情境化以及反映/整合个人和理论知识。研究结果表明：（1）叙事教学法依赖动态课程（2）指导者的角色在学习过程中发生变化（3）可以弥合情感-个人知识与理论知识之间的鸿沟。