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The text develops a dialogical space where readings and lived experiences intersect, offering an intertextual autobiographical approach to educational practice and teacher education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/ways-of-being-in-teaching-conversing-paths-to-meaning/597453/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/ways-of-being-in-teaching-conversing-paths-to-meaning/597453.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How do the authors describe the way meaning is created in teaching careers?","Question",{"text":63,"@type":64},"They frame meaning-making as an ongoing process shaped through dialogue and shared moments across their school teaching and work as teacher educators.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role do poetry and narrative play in the article?",{"text":68,"@type":64},"Poetry and narrative are used to collaboratively interpret memories and to explore how educational experiences gain meaning for individuals and communities.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the authors’ dialogical approach affect the stories they tell?",{"text":72,"@type":64},"The other person’s interpretations and experiences change the nature of what might otherwise be told as a single author’s account, making the dialogue an iterative construction.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597453,1792208610,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Ways of Being in Teaching: Conversing Paths  \nto Meaning  \nSean Wiebe  \nUniversity of Prince Edward Island  \nJohn J. Guiney Yallop Acadia University  \nIn this article, we invite readers into a conversation about ways of being in teaching. Through e‐mails, telephone calls, and face‐to‐face meetings, we use our first conversa‐ tions with each other as shared moments that we returned to, seeking to better under‐ stand how we made meaning in our individual school teaching careers, and how we continue to make meaning as teacher educators. Exploring together our memories, we use poetry and narrative to collaboratively interpret what those memories might mean for us and for educational communities.  \nKey Words: autoethnography, collaborative research, poetic inquiry, teacher educa‐ tion, writing as research  \nDans cet article, les auteurs invitent les lecteurs à participer à une conversation sur les façons d’être comme pédagogues. Les conversations que les auteurs ont eux‐mêmesengagées entre eux à travers des courriels, des échanges téléphoniques et des ren‐ contres ont constitué le point de départ de leur réflexion en vue de mieux comprendre le sens qu’ils ont donné à leurs carrières respectives dans l’enseignement et qu’ils continuent à donner à leur implication actuelle dans la formation à l’enseignement. Explorant leurs souvenirs, ils ont recours à la poésie et à des récits pour interpréter ensemble le sens que pourraient avoir ces souvenirs pour eux et pour les milieux d’enseignement.  \nMots clés : autoethnographie, recherche concertée, enquête poétique, formation à l’enseignement, écriture comme mode de recherche.  \nCANADIAN JOURNAL OF EDUCATION 33, 1 (2010): 177‐198 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nSEAN’S NARRARTIVE  \nWe have constructed this article through a dialogue that continues a conversation John and I first began at the Canadian Society for the Study of Education (CSSE) conference at York University in May 2006. We have constructed a dialogical space with poetic and narrative accounts of our memories, and our e‐mails, telephone calls, and our face‐to‐face meet‐ ings. In such a dialogical space, the nature of what we know, how we come to know it, and what we know of ourselves intersect and interre‐ late on multiple layers. These layers include the conversation about our readings, those texts that have been layered with and through our expe‐ riences, themselves an experience of reading, but also a means to interp‐ ret and reinterpret the givenness of events as they happen in our lives.  \nWe converse with and through our read and reread readings, invit‐ ing new readers of this text into our conversation; such a practice of con‐ versational acknowledgement is important to us to avoid bringing up dead authors’ authorities to legitimize our work, where for example, we might be tempted to direct the reader to Barthes (1978), or Foucault (1972), or Lyotard (1984), and so on. Instead, we converse in the manner educators do around a staffroom table, constructing this dialogue enough to remove the gossip (but perhaps not always), and through the process of conversation render visible the poetic, narrating, and narrated selves in textualized accounts, which we feel are a way to explore those daily educational activities that comprise a practice. As well, by the unique unfolding of our dialogue (which is not the technique of dialo‐ gue), we are summoned by the other’s interpretations and experiences that change the nature of the stories we might have told as a singular author. This discursive approach, we hope, fills our dialogue with a kind of intertextual autobiography (Wiebe & Snowber, 2009), an interaction and ongoing iteration between actualizing selves and textualizing selves. Four years ago at the 2006 CSSE conference, at a morning session on poetry in the social sciences, the inviting tone of John’s phenomenologi‐ cal question to the three presenters prompte","cbCaijBofutambwc","https://ap.wps.com/l/cbCaijBofutambwc","pdf",323048,22,"English","# Introduction\n## Dialogical space and meaning-making\n## Poetry, narrative, and memory\n## Conversational acknowledgement and intertextual autobiography\n## Author narrative: conference encounter\n## Journal selection and emerging tension","[{\"question\":\"How do the authors describe the way meaning is created in teaching careers?\",\"answer\":\"They frame meaning-making as an ongoing process shaped through dialogue and shared moments across their school teaching and work as teacher educators.\"},{\"question\":\"What role do poetry and narrative play in the article?\",\"answer\":\"Poetry and narrative are used to collaboratively interpret memories and to explore how educational experiences gain meaning for individuals and communities.\"},{\"question\":\"How does the authors’ dialogical approach affect the stories they tell?\",\"answer\":\"The other person’s interpretations and experiences change the nature of what might otherwise be told as a single author’s account, making the dialogue an iterative construction.\"}]","Ways of Being in Teaching - Conversing Paths to Meaning | PDF",1792085042,55]