Time and Space in the Narrative of Teacher Education

Abstract

This study explores the education narrative that has developed during one year in a clinical model of a teacher education program - academia class program. The study aims to describe the nature of the education process by monitoring the chronotope according to the narrative model conceived by Bakhtin, as well as assessing the references and contexts encompassed in a multi-voice narrative – in an ecological prospective. The findings indicate four different narratives that occur within one framework narrative. The analysis of findings according to the eco-system principles have resulted in the consolidation of a 5C type ecological model: context, continuity, characteristics, change, and coherence. The narrative model and the ecological model proposed in this study enhance the understanding of the nature of the education process, and offer rethinking the way policymakers shape the dimensions of time and space in teacher education, and their price in relation to processes of this kind.