This document summarizes a class on narrative inquiry and commonplaces. It discusses Dewey's view of social control in learning communities, the Ontario College of Teachers' ethical standards of trust, respect, integrity and care. It reviews the 3 commonplaces of narrative inquiry according to Connelly and Clandinin: temporality, sociality and place. Schwab's 4 commonplaces of the teacher, learner, subject matter and milieu are also examined. The objectives of the next class are to further discuss the ethical standards and examine educational theories in relation to personal philosophy of education.

1. Week 5-

2. Narrative Inquiry
&
Commonplaces

3. Agenda
3
•Concerns??????
•Study Ethical Standards of Practice and their
implication to theory and practice
•Review Schwab commonplaces
•Review Connelly and Clandinin’s 3
commonplaces of narrative inquiry
•Review field placement report
•Exit Card

4. Dewey’s Discussion
of Social Control
Rather than rules being imposed by the teacher,
the community has a set of rules that everyone
abides by because they want to participate in the
learning community (baseball example)
Teacher is a part of that community – a leader –
not separate
Create a sense of community that shares a
common goal: Learning
OCT Standards of Practices: Learning
Communities; Commitment to Students

5. “
Dewey’s Social Control
5

6. Relationship As Moral Agency
6
TRUST
RESPECT
INTEGRITY
CARE
The Ethical Standards address the emotional and
social side of the teacher-learner relationship.
They establish our moral agency and enable us to
be better teachers! 

7. 7
From Literacy Leadership and the Administrator: Relationship as Moral Agency
From Within (Darlene Ciuffetelli Parker 2008)
Trust The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: The ethical standard of Trust embodies fairness, openness and honesty. Members'
professional relationships with students, colleagues, parents, guardians and the public are based
on trust.
Respect The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: Intrinsic to the ethical standard of Respect is trust and fair-mindedness. Members
honour human dignity, emotional wellness and cognitive development. In their professional
practice, they model respect for spiritual and cultural values, social justice, confidentiality,
freedom, democracy and the environment.
Integrity The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: Honesty, reliability and moral action are embodied in the ethical standard of
Integrity. Continual reflection assists members in exercising integrity in their professional
commitments and responsibilities.
Care The Ethical Standards for the Teaching Profession of the Ontario College of Teachers
(2006) states: The ethical standard of Care includes compassion, acceptance, interest and insight
for developing students' potential. Members express their commitment to students' well-being
and learning through positive influence, professional judgment and empathy in practice.

8. Maslow’s Hierarchy of Needs
8

9. Where does “Care” fit into Maslow’s hierarchy of
needs?
⪢ Care
The ethical standard of Care
includes compassion,
acceptance, interest and
insight for developing
students' potential. Members
express their commitment to
students' well-being and
learning through positive
influence, professional
judgment and empathy in
practice.
9

10. Where does “Trust” fit into Maslow’s hierarchy of
needs?
⪢ Trust
The ethical standard of Trust
embodies fairness, openness and
honesty. Members' professional
relationships with students,
colleagues, parents, guardians and
the public are based on trust.
10

11. Where does “Integrity” fit into Maslow’s hierarchy of
needs?
⪢ Integrity
Honesty, reliability and moral
action are embodied in the
ethical standard of Integrity.
Continual reflection assists
members in exercising
integrity in their professional
commitments and
responsibilities.
11

12. Where does “Respect” fit into Maslow’s hierarchy of
needs?
⪢ Respect
Intrinsic to the ethical standard of
Respect are trust and fair-
mindedness. Members honour
human dignity, emotional wellness
and cognitive development. In their
professional practice, they model
respect for spiritual and cultural
values, social justice,
confidentiality, freedom,
democracy and the environment.
.
12

13. TRICS
Trust: when trust is
broken what are the
potential outcomes?
Can it be restored
once broken?
Respect: is respect
earned or a given?
How do teachers go
about this?
Integrity: who in your life
might you share/have
learned the values of
integrity from/with?
Care: share an experience
where someone in the
Workplace/school showed
caring to you. What was the
impact?
Inside Outside Circle

14. 3 Commonplaces* of Narrative Inquiry
(Connelly & Clandinin)
⪢ Temporality
⪢ Sociality
⪢ Place
* The study of one or a
combination of these might
find its place in other forms of
qualitative research, but what
makes a narrative inquiry is
the simultaneous exploration
of all 3.

15. Schwab’s Four Commonplaces
15
Teacher
Learner
Subject Matter/Curriculum
Milieu/Classroom Environment
Think-Pair-Share: How do you
see these commonplaces and
their connection to the Standards
of Practice?
TRUST, RESPECT, INTEGRITY,
CARE

16. 16
Temporality
Sociality
Place
* The study of one or a combination of
these might find its place in other
forms of qualitative research, but what
makes a narrative inquiry is the
simultaneous exploration of all 3.
3 Commonplaces* of Narrative Inquiry
(Connelly & Clandinin)

17. Literacy Narratives 3Rs (Darlene Ciuffetelli Parker)

18. Literacy Narratives for 21st Century Curriculum Making: The 3Rs to Excavate Diverse
Issues in Education (Darlene Ciuffetelli Parker )

19. Theoretical Grounding

20. Context Literacy Narratives (Ciuffetelli Parker (2010, 2011)

21. What Literacy Narratives Offer

22. Objectives, going forward
⪢ To elaborate on the Ethical
Standards of Practice and their
relationship to student and
teacher success
⪢ To process educational theories
examined to date and their
relevance to our own personal
philosophy of education

23. 23

24. Oral Chronicles
⪢ Emma
⪢ Liana
⪢ Zoe
24

25. 25
Work Period