[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594058-105":59,"doc-detail-594058-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","generating-reflections-through-professional-collaborative-storytelling","Generating Reflections Through Professional Collaborative Storytelling","","Storytelling is used by teachers as a way to interpret everyday pedagogical practices and build collegial connections. This paper examines how storytelling shaped a collaborative culture for four teacher educators across six weekly online Zoom conversations, focused on sharing ideas to strengthen an English education unit. Discussions address teaching of, teaching about, and teaching through the curriculum cycle with first-year preservice teachers. The study highlights making pedagogical decision-making visible to PSTs through an online collaborative professional learning model.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/generating-reflections-through-professional-collaborative-storytelling/594058/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/generating-reflections-through-professional-collaborative-storytelling/594058.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper define the role of storytelling for teachers?","Question",{"text":112,"@type":113},"It frames storytelling as a sense-making tool for everyday pedagogical practice and as a way to connect with colleagues through reflective, collaborative dialogue.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What activities did the authors conduct during the study?",{"text":117,"@type":113},"They participated in six weekly online Zoom conversations as a teaching group to share pedagogical ideas for an English education unit.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the key focus for supporting preservice teachers (PSTs)?",{"text":121,"@type":113},"The paper emphasizes making the teacher educators' pedagogical decision-making visible, helping PSTs apply and adapt teaching knowledge to their own contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594058,1792116827,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 2 | Article 4 |\n| --- | --- |\n| 2022\u003Cbr>Generating Reflections Through Professional Collaborative Storytelling\u003Cbr>Anne Keary\u003Cbr>Monash University\u003Cbr>Narelle Wood\u003Cbr>Parliament of Victoria\u003Cbr>Karina Barley\u003Cbr>Monash University\u003Cbr>Kelly Carabott\u003Cbr>Federation University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Elementary Education and Teaching Commons, and the Language and Literacy Education Commons |  |\n\nRecommended Citation  \nKeary, A., Wood, N., Barley, K., & Carabott, K. (2022) . Generating Reflections Through Professional Collaborative Storytelling. Australian Journal of Teacher Education, 47(2) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n2.4](http://dx.doi.org/10.14221/ajte.2022v47n2.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss2/4](https://ro.ecu.edu.au/ajte/vol47/iss2/4)  \nGenerating Reflections Through Professional Collaborative Storytelling  \nAnne Keary  \nMonash University.  \nNarelle Wood  \nParliament of Victoria  \nKarina Barley  \nMonash University  \nKelly Carabott  \nFederation University  \nAbstract: For teachers, storytelling is a way of making sense of everyday pedagogical practices and connecting with colleagues. In this paper, we explore how storytelling contributed to a collaborative culture indicative of our professional journey as four teacher  \neducators. We examine six online weekly Zoom conversations we participated in as a teaching group to share our pedagogical ideas for enhancing an English education unit of work. During this  \nstorytelling, we discussed how we engaged with the teaching of,  \nteaching about and teaching through the teaching and learning curriculum cycle to a first-year cohort ofpreservice teachers (PSTs).  \nImportantly, we deliberated on how we could make our pedagogical decision-making visible to PSTs, illustrating the importance of teacher collaborative storytelling. We contend that by creating time and an online space for us as teacher educators to share, consider, evaluate and think collectively about pedagogical practices we not only developed a better understanding of our subject area but provided a collaborative professional learning model to our PSTs. We hope that other English teachers may read a little of their own  \nprofessional journeys in our storytelling and be encouraged to engage with a professional collaborative dialogic space. This paper does not purport to suggest that this is the only way to teach English education to PSTs. Rather, it is about making visible who we are as learners and our practice as teacher educators and storytellers.  \nIntroduction  \nThis paper explores how we, as four teacher educators, engaged with professional storytelling to collaboratively teach a first-year university subject English education unit of work. We began this exploration with a conversation about the unit we would be teaching, considering whether our conversations could be seen as research. The ensuing“conversations”, like Nunan and Choi (2010), we suggest,“opened up a raft of questions and dilemmas”(p. 1) . What emerged was an idea to teach the unit while simultaneously working through and “researching” aspects of the unit ourselves. That is, we planned to demonstrate teaching, learning and storytelling to the cohort of primary and secondary preservice teachers (PSTs). Through storytelling we were able to model our thinking and teaching about the  \nteaching-learning cycle (T&L cycle), simultaneously furthering our own thinking about this five-stage pedagogical framework.  \nBy engaging with collaborative professional conversations, teachers partake in ongoing professional learning. This paper is interested in how we, as four teacher educators, developed a professional collaboration through weekly o","cbCaigz5fJAr362R","https://ap.wps.com/l/cbCaigz5fJAr362R","pdf",233917,17,"English","# Introduction\n## Research problem and context\n## Overview of the T&L cycle","[{\"question\":\"How does the paper define the role of storytelling for teachers?\",\"answer\":\"It frames storytelling as a sense-making tool for everyday pedagogical practice and as a way to connect with colleagues through reflective, collaborative dialogue.\"},{\"question\":\"What activities did the authors conduct during the study?\",\"answer\":\"They participated in six weekly online Zoom conversations as a teaching group to share pedagogical ideas for an English education unit.\"},{\"question\":\"What is the key focus for supporting preservice teachers (PSTs)?\",\"answer\":\"The paper emphasizes making the teacher educators' pedagogical decision-making visible, helping PSTs apply and adapt teaching knowledge to their own contexts.\"}]","Generating Reflections Through Professional Collaborative Storytelling | PDF",1792078453,43]