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Using autobiographical comics to explore life stories and school experiences of pre-service early childhood educators

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dc.contributor.author McGarr, Oliver
dc.contributor.author Gavaldon, Guillermina
dc.contributor.author Saez de Adana, Francisco
dc.date.accessioned 2020-05-01T14:18:41Z
dc.date.issued 2020
dc.identifier.citation McGarr O.;Gavaldon G.;Saez de Adana F. (2020) 'Using autobiographical comics to explore life stories and school experiences of pre-service early childhood educators'. British Educational Research Journal, . en_US
dc.identifier.issn 0141-1926
dc.identifier.uri http://hdl.handle.net/10344/8783
dc.description peer-reviewed en_US
dc.description.abstract Exploring one’s life-history in order to unearth how one’s past influences current conceptions of teaching is commonly employed in teacher education. Recognising the constructed and situated nature of autobiographical memory, this study examines autobiographical comics completed by pre-service early childhood educators as part of the first year of pre-service programme in Spain. Analysing the completed comics through the lens of autobiographical memory, the study found that the comics presented common general events and lifetime periods and drew on archetypal images of teaching and schools to represent their educational past. The study also found that the pre-service students drew on a common life script representing an uncomplicated journey towards educational success. The paper highlights the beliefs and assumptions that are revealed in their analysis and how teacher educators can use such resources to interrogate the social and cultural norms of the pre-service educators en_US
dc.language.iso eng en_US
dc.publisher Wiley and Sons Ltd en_US
dc.relation.ispartofseries British Educational Research Journal; 46 (5), pp. 1152-1170
dc.relation.uri https://doi.org/10.1002/berj.3621
dc.rights This is the peer reviewed author version of the following article:Using autobiographical comics to explore life stories and school experiences of pre-service early childhood educators which has been published in final form at https://doi.org/10.1002/berj.3621 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. http://olabout.wiley.com/WileyCDA/Section/id-828039.html#terms en_US
dc.subject autobiographical memory en_US
dc.subject autobiography en_US
dc.subject comics en_US
dc.subject learner autobiography en_US
dc.subject life story en_US
dc.subject pre-service teacher en_US
dc.title Using autobiographical comics to explore life stories and school experiences of pre-service early childhood educators en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-05-01T14:10:57Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1002/berj.3621
dc.date.embargoEndDate 2021-10-06
dc.embargo.terms 2021-10-06 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2951510
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle British Educational Research Journal
dc.description.status peer-reviewed


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