Volume 17 Number 14 May 16, 2016

Multimodal Narrative Inquiry: Six Teacher Candidates Respond

Cynthia M. Morawski
University of Ottawa, Canada

Jennifer Rottmann
University of Ottawa, Canada

Citation: Morawski, C. M., & Rottmann, J. (2016). Multimodal narrative inquiry: Six teacher candidates respond. International Journal of Education & the Arts, 17(14). Retrieved from http://www.ijea.org/v17n14/.


In this paper we present findings of a study on the implementation of a multimodal teacher narrative inquiry component, theoretically grounded by Rosenblatt’s theory of transaction analysis, methodologically supported by action research and practically enacted by narrative inquiry and multimodal learning. In particular, the component offered teacher candidates a variety of multimodal activities, such as teacher body biographies, teaching museum and metaphor medley, all of which encouraged them to inquire into their teacher narratives both aesthetically and efferently. Portfolios consisting of resolution scrapbooks and reflective journals offered places to archive working material emanating from the teacher candidates’ responses to the activities. A close reading of journal entries, the resolution scrapbooks, and the written transcripts of a focus group indicated that the teachers not only gained insight into their own narratives, but they also added to their repertoires of teaching. At the same time, we acquired valuable information on future implementations.

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