Narrating Student Teachers’ Life Histories in Relation to Identity, Social Class and Learning Spaces through a School-based Learning Project

By Micheal M. Van Wyk.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Researchers in teacher training have shown a growing interest in using narrative inquiry-based and life histories as qualitative research methods. This study explores student teachers’ personal histories in relation to their identity, social class and learning through biographies and narratives. Bakhtin’s conceptual framework of how one develops understanding of others and of oneself in this study is applied. A life history approach is used by employing semi-structured interviews to obtain data. Data analysis was inductive and deductive in nature. Experiences gained during the school-based learning project enhanced the cultural and social interaction gaps and partially solved some of the conflicting beliefs that these student teachers hold about those they consider ‘others’.

Keywords: Initial Teacher Training, Teacher Identity, Bakhtinian Theoretical Framework, Race, Social Class, Life History Approach, School-based Learning Project

International Journal of Diversity in Organizations, Communities and Nations, Volume 11, Issue 3, pp.111-122. Article: Print (Spiral Bound). Article: Electronic (PDF File; 800.913KB).

Micheal M. Van Wyk

Lecturer, School for Social Science and Language Education, University of South Africa, Bloemfontein, Free State, South Africa

Academic staff member in the Department of Teacher Education, College of Education. Completed doctoral study in Curriculum Studies. Published several research papers in international accredited journals the last four years. Writer of academic text books on economics education and community engagement. Research interest is in cooperative learning techniques such as Student Teams Achievement Divisions (STAD), Teams-Games-Tournaments (TGT) and Jigsaw. Specialization area is economics education. A National Research Foundation rated researcher in teacher education.


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