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Resonance in Preservice Teacher Inquiry

University of Toronto

Practical knowledge data was generated as four preservice teachers shared experiential narratives. As their project supervisor, I wanted to understand more clearly how they engaged with, and reconstructed, their practical knowledge. I observed a process where, through experiential storytelling, preservice teachers connected specific items in current or past experiences to a narrative of their own or someone else’s experience. In this process, they subconsciously created metaphorical correspondences between two sets of narrativized experiences. I called this process resonance and found its educational usefulness maximized when preservice teachers shared their narrative inquiries and stayed close to concrete experiential contexts.

American Educational Research Journal, Vol. 33, No. 2, 297-325 (1996)
DOI: 10.3102/00028312033002297


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