The Power of Multimedia Stemmed Narratives in Teacher Education.

ANNOTATED BIBLIOGRAPHY 

Dolk, M., & den Hertog, J. (2008). Narratives in teacher education. Interactive Learning Environments, 16(3), 215-229. doi:10.1080/10494820802113970

 

In this article, Dolk and den Hertog (2008) emphasize the importance of using narratives as a tool for constructing practice-related  knowledge for prospective mathematics teachers. By means of experimenting with trainees’ narratives created on the basis of video input taken from a database called MILE, the authors devise a six-step  framework for constructing meaningful narratives in order to move from the level of storytelling to the development of narrative knowledge which can only be acquired through the cyclic and collaborative  processes of observing and analysing paradigmatic events in light of their underlying theory. As a result of merging both theory and practice in a reflective and critical manner, teachers will be able to build their own didactical theory, hence improving their classroom practice.

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