Narrative learning through life: Kenyan teachers’ life-stories and narrative learning, and what this means for their relation to the teaching profession

Kari Kragh Blume Dahl

International Journal of Educational Development, 2015, vol. 40, issue C, 145-155

Abstract: This article explores four Kenyan primary school teachers’ life-stories and narrative learning through living and telling stories about their lives from 2000 to 2011, and what this means for their relation to the teaching profession. Evidence suggests that narrative learning manifests as altered professionalism ‘in’ and ‘through’ the stories teachers tell about their lives and depends on ruptures in lived life, followed by periods of transition in life-stories. Teachers also learned narratively by recounting their life-stories. Thus, narrative learning is an important learning site and a resource for professional development in addition to pre-service teacher education.

Keywords: Development; Life-story; Narrative learning; Teacher professionalism; Kenya (search for similar items in EconPapers)
Date: 2015
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Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:40:y:2015:i:c:p:145-155

DOI: 10.1016/j.ijedudev.2014.10.006

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