Minna Uitto, Erkki T. Lassila, Katri Jokikokko, Geert Kelchtermans & Eila Estola (2021) Using Artefacts in Narrative Pedagogies: a case from beginning teachers’ peer group meetings, European Journal of Teacher Education, DOI: 10.1080/02619768.2021.1889506
Using artefacts in narrative pedagogies : a case from beginning teachers’ peer group meeting
|Author:||Uitto, Minna1; Lassila, Erkki T.1; Jokikokko, Katri1;|
1Faculty of Education, University of Oulu, Oulu, Finland
2Centre for Educational Innovation and the Development of Teacher and School, University of Leuven, Leuven, Belgium
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021070240953
|Publish Date:|| 2022-08-18
Artefacts can evoke stories. This article explores the use of artefacts in narrative pedagogies in the context of teachers’ professional development during the induction phase. The research question is: What kind of stories about beginning teachers’ work does the use of artefacts in narrative pedagogies evoke? The article is based on two peer group meetings in which nine Finnish teachers working in day care centres and primary schools participated. The findings illustrate how the use of artefacts offers an entrance into teachers’ daily routines, relationships and practices as well as how artefacts can become important actors in teachers’ classrooms. This article contributes to the emerging literature on the meaning of artefacts in educational practices and beginning teachers’ professional development. Additionally, the article contributes to the still not fully recognised potential that artefacts can have in narrative pedagogies in pre-service and in-service teacher education.
European journal of teacher education
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Academy of Finland ; Jenny and Antti Wihuri Foundation.
|Academy of Finland Grant Number:||
265974 (Academy of Finland Funding decision)
© 2021 Association for Teacher Education in Europe. This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Teacher Education on 18 Feb 2021, available online: https://doi.org/10.1080/02619768.2021.1889506.