Letting experience in at the front door and bringing theory through the back: Exploring the Pedagogical Possibilities of Situated Self-Narration in Teacher Education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
As a means of exploring what ‘learning through experience’ in teacher education might look like, situated self-narration is both conceptualized and performed here as the discursive practice through which already familiar and remembered experience may re-presented and re-organized from a forward-looking vantage point. Drawing on poststructuralist views of language and subjectivity and framed by a “pedagogy of possibility” (Simon, 1992 Simon, R. 1992. Teaching against the grain: Texts for a pedagogy of possibility, Westport, CN: Greenwood Publishing Group. [Google Scholar]), situated self-narration involves three main discursive strategies: interruption, interrogation and interpretation. By way of illustration, I use memory to interrupt my relationship to the dominant narrative of ‘English Teacher as avid reader’ and interrogate my everyday experiences of being a girl as mediated by popular culture, in both cases, drawing on a poststructuralist understanding of identity as an evolving constellation of discursive practices and foregrounding the distinctive qualities of one’s experiences as a possible source of agency. I consider the pedagogical possibilities of such identity work in the context of English teacher education, specifically in terms of teaching theory through the back door (Luke, 1993). I engage what it means to say that the way we “word the world” matters (St. Pierre, 2000 St. Pierre, E. 2000. Poststructural feminism in education: An overview. Qualitative Studies in Education, 13(5): 477–515. [Taylor & Francis Online] , [Google Scholar]) through my own interpreted experience as an evolving yet situated subjectivity; a consciousness-that-teaches.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it