Biographical Narratives in Teaching: a Study of Professors on Postgraduate Courses

Ana Maria Costa Silva; Miriam Aparício

Authors

Ana Maria Costa Silva Institute of Education and Center for Studies in Communication and Society (CECS), University of Minho, Braga, Portugal Author
Miriam Aparício National Council for Scientific Research (CONICET), National University of Cuyo, Mendonza, Argentina Author

Keywords:

Biographical narratives, Teaching, Experiential learning, Professional identities

Abstract

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

References

Barth, B.-M. (1996). Le savoir en constrution. Former à une pédagogie de la compréhension. Paris: Retz.

Charlot, B. (1997). Du rapport au savoir. Éléments pour une théorie. Paris: Anthropos.

Delory-Momberger, C. (2004). Les Histoires de Vie. De l’invention de soi au projet de formation (2ond édition). Paris : Anthropos.

Dubar, C. (2004). Régimes de temporalités et mutation des temps sociaux. Temporalités: Productions, Usages, Figures, nº 1, 100-109.

Gonçalves, Ó. (2000). Viver narrativamente. A Psicoterapia como Adjectivação da Experiência. Coimbra: Quarteto Editora.

Knowles, M. (1984). Introduction: The Art and Science of Helping Adults Learn. In M. Knowles and Associates, Andragogy in Action: Applying Modern Principles of Adult Learning. San Francisco: Jossey-Bass.

Knowles, M. (1986). Using Learning Contracts: Practical Approaches to Individualizing and Structuring Learning. San Francisco: Jossey-Bass.

Lepisto, D., Crosina, E. and Pratt, M. (2015). Identity Work within and beyond the Professions: Toward a Theoretical Integration and Extension. In A. M. Silva and M. Aparício (Eds.), International Handbook about Professional Identities (pp. 203-222). USA: Scientific & Academic Publishing.

Mezirow, J. (1985). A Critical Theory of Self-Directed Learning. In S. D. Brookfield (ed.), Self-Directed Learning: From Theory to Practice. New Directions for Adult and Continuing Educations. San Francisco: Jossey-Bass.

Pastré, P. (2011). La didactique professionnelle. Approche anthropologique du développement chez les adultes. Paris: PUF.

Pineau, G. (1983). Produire sa vie: autoformation et autobiographie. Paris: Edilig.

Pineau, G. (2004). Temporalidade na Formação. S. Paulo: TRIOM.

Pratt, D. (1993). Andragogy After Twenty-Five Years. In S. Merriam (ed.), Un Update on Adult Learning Theory (pp.15-24). San Francisco: Jossey-Bass.

Ricoeur, P. (1986). Du texte à l’action. Paris: Le Seuil.

Silva, A. M. C. (2003). Formação, Percursos e Identidades. Coimbra: Quarteto Editora.

Silva, A. M. C. (2004). (Re)Inventar a formação de adultos: controvérsias e desafios. In A. F. Moreira, J. A. Pacheco and R. Leite (Eds.), Currículo: pensar, sentir, diferir (pp.57-76). Rio de Janeiro: DP&A Editora.

Silva, A. M. C. (2007). Formação: espaço-tempo de mediação na construção de identidade(s). Coimbra: Ariadne Editora.

Silva, A. M. C. (2010). Programa da disciplina de ‘Identidade(s), Formação e Aprendizagens Não Formais. Plano do Curso do Mestrado em Ciências da Educação, área de especialização de Desenvolvimento Curricular. Braga: Universidade do Minho.

Silva, A. M. C. (2015a). Assistentes Sociais e Mediadores: construindo identidades profissionais. Lisboa: Chiado Editora.

Silva, A. M. C. (2015b). The Construction of Professional Identities in the Contexts of Work. In A. M. Silva and M. Aparício (Eds.), International Handbook about Professional Identities (pp. 203-222). USA: Scientific & Academic Publishing.

Sousa Santos, B. (1988). Um discurso sobre as Ciênciaiscurso sobre as Ciências. Porto: Edições Afrontamento.

Biographical Narratives in Teaching: a Study of Professors on Postgraduate Courses

Authors

Keywords:

Abstract

References

Downloads

Published

Issue

Section

License