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