Storying the classroom: storytelling and teacher evaluation

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Purpose: This essay uses the author’s experience with teacher evaluation as a point of departure to consider how narrative methods might be used to complicate contemporary trends in teacher evaluation. Ultimately, this piece hopes to contribute to a discussion about how storytelling might be implemented as a model of teacher evaluation that could speak back to instrumentalist or technical practices in schools that undermine the complexity of the teaching profession. Design/methodology/approach: This piece uses narrative inquiry to consider teacher evaluation. Findings: This piece uses narrative inquiry to consider more complex implementations of teacher evaluation. Originality/value: This piece is an original consideration of the potential forms of teacher evaluation.

Original languageEnglish (US)
Pages (from-to)208-220
Number of pages13
JournalEnglish Teaching
Volume15
Issue number2
DOIs
StatePublished - Jan 1 2016

Fingerprint

classroom
teacher
evaluation
narrative
Storytelling
Teacher Evaluation
profession
methodology
trend
Teaching
school
Values
experience
Narrative Inquiry

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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Storying the classroom : storytelling and teacher evaluation. / Tanner, Samuel Jaye.

In: English Teaching, Vol. 15, No. 2, 01.01.2016, p. 208-220.

Research output: Contribution to journalArticle

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