1. Narrative Pedagogy and Dialogic Interactions in a
Teacher Preparation Writing Workshop: Self- Study of
Practice, Change and Reflection
Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida
USA

2. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida USA
INTRODUCTION
As candidates move back and forth between the college
classroom and the public school classroom during their teacher
training, they are required to master new and occasionally
conflicting discourses (Alsup,2006).
Reflection on teaching experiences can improve teachers’
learning process and decision-making (Richardson, 1990),
strengthen teacher self-efficacy and identity (Urzua& Vasquez,
20080, and produce “more skilled, more capable, and in general
better teachers” (Zeichner& Liston, 1996)
Research on teacher effectiveness suggests that a strong link
exists between critical reflection and effective teaching (Harris,
1998).

3. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida
USA
Research Aim
This study explores how, if at all, can engagement in dialogic
interactions and writing and sharing narratives foster innovative and
transformative teaching practices?
How can we, teacher educators, provide opportunities for teacher
candidates and teachers to self-reflect and critically reflect about their
teaching experiences and students?

4. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida USA
Context
This paper relies on data collected in a focus group
designed to explore teacher candidates and
teachers’ perceptions of narratives and dialogic
interactions in the context of a ten-day writing
workshop at the Atlantic Center for the Arts.
Teacher educators engage in a Self-Study during
and after their 10-day stay at the Atlantic Center for
the Arts.

5. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida Orlando, Florida
USA
Theoretical Framework
Narrative pedagogy
“The facilitation of an educative journey through which learning
takes place in profound encounters, and by engaging in
meaning-making and deep dialogue and exchange.”( Goodson
& Gill , 2011)
Dialogic interactions
“At any moment in the development of the dialogue there are
immense, boundless masses of forgotten contextual meanings,
but at certain moments of dialogues subsequent development
along the way they are recalled and invigorated in renewed form
(in a new context).”( Bakhtin, 1986)
Self-Study
Self-study researchers use their experiences as a resource for their
research and “problematize their selves in their practice situations” with the
goal of reframing their beliefs and/or practice (Feldman, 2002, p. 971).

6. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida
USA
Methodology
Seidman’s (2005) “Tell a Story” Questioning Technique
Participants’ narratives /Teacher educators narratives
Elicit details of the lived experiences
Reflection on meaning participants attach to narrative
Focus group
Two Focus groups
Subject Area
Arts and Sciences

7. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Florida, USA
Data Analysis
51 interviews (3 per participant)
153 reflections
Data generated four themes that seem significant for
understanding participants’ and teacher educators’ perception
of narrative pedagogy, dialogic interactions, pedagogical
practices and beliefs, and writing instruction.
Participants struggle with their teacher perception of power
and change
Lived experiences influence pedagogical practices and beliefs
Values are salient in stories and revisited in teaching
practices
Challenges of sharing

8. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida USA
Nicole’s Story
When I was a little girl, I always pictured myself inspiring students to find
their own creativity to become innovators rather than filling children’s minds
with facts like filling pails. It is disheartening to see myself slowly shift to
focus more on data analysis, to where I now see students as numbers
instead of unique souls to be fostered. I do not want to lose the creative fire
to stimulate students in our system but would rather reform it to where
teachers have the freedom to do so. Although I have found some hope and
freedom through the IB programs, I still feel constrained in some ways. It is
because of this restraint that over the last year I have been searching for a
way out in order to teach the way I know is best for kids. Truth be told, I
was actually researching jobs to go back overseas prior to this year’s
writing workshop because I am so fed up with the way administrators want
us to “educate.” I see our current secondary education system producing
hollow drones rather than evolving souls to better humanity.

9. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida USA
Drawing Fostering Dialogue

10. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida ,
Florida USA
Nicole’s Critical Reflection
Orlando,
Even though I am still strengthening my voice and finding ways to be genuine amongst colleagues and students, I know one day
I will be able to break through the administrative boundaries that restrain passionate and original teachers who care more about
their students than just the skills they are equipped with.
The most beneficial activity we did today was going through the process of peer editing. Although, I dreaded the idea of
exposing my work to Chuck, it actually helped me take down some of my guard. I found we both genuinely wanted to help each
other. The activity gave me the perspective of how my students must feel when they are subjecting their personal work to be
critiqued and how important it is for the constructive criticism to be a positive experience.
I realized that when I grade my students’ papers I can be very critical and focus a lot on conventions and details, which is really
the last thing to look at. Making sure that I see past the grammar mistakes to find the strengths in their voice is crucial if I want
them to feel that their writing is important and worth improving before they will feel comfortable in receiving other advice to
improve.
I know my ardor to reform the education system will push me into a leadership role that will allow me to make the changes I
want to see. In fact, I just bought a GRE book in order to pursue a graduate program within the fields of learning education
leadership, public policy and community and charter school start-ups.
My overall dream would be to find my way into a leadership role to reform education and then start my own NPO international
Waldorf inspired or IB school here in the states. Ultimately, awarding scholarships to economically struggling and ESOL
families. I have had this dream for a while but was not sure how to initiate it. Now, I feel that I just need to put myself out there,
strengthen my weaknesses and take the first steps towards paving this new path.

11. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida , Florida USA
Teacher Educators’ Inquiry
1)
How can we use narrative practices to foster self- reflection, reflexivity, and critical
reflection in preservice English teachers?
2)
How can we use narrative practices and dialogic interactions to empower
preservice teachers’ approaches to equity and teaching in times of change?
3)
How can we use narrative practices and dialogic interactions to contribute to
meaningful changes and the development of preservice teachers’ professional
knowledge?

12. Dr. Elsie Lindy Olan
Dr. Jeffrey Kaplan
elsie.olan@ucf.edujeffrey.kaplan@ucf.edu
University of Central Florida
Orlando, Florida
USA
Conclusion
The pedagogical tools (interviews, narratives
and reflections) invite participants to pose
questions about their practice, to provide
evidence related to those questions, to
reflect, to engage in dialogues with other
participants, and to share realizations and
possible actions.