Using Narrative Assignments in the Classroom: Teacher and Student Reflections
Abstract
This article reports on the experience of using narrative assignments in graduate education. A teacher (John Kayser) and three students-two from social work (Laura Buchanan and Lynn Halfmann) and one from education (Michele Coates)-share their narratives and reflections on the opportunities and limitations the assignment afforded in their learning and subsequent professional development. Sharing this work may be helpful to others seeking to incorporate narratives into the classroom. Boundary roles and confidentiality issues this type of assignment raises are examined.
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REFLECTIONS:
NARRATIVES OF PROFESSIONAL HELPING
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