Abstract:

The paper offers a critical review of the growing empirical scholarship on the use of autobiographical narrative assignments in teacher education courses around the world. In spite of the ubiquity of such assignments in teacher education courses over the past several decades, reviews of the research this practice has generated are scarce. Informed by Paulo Freire’s concept of 'conscientization' and 'praxis,' this review examined the:
1) purposes of such assignments,
2) extent to which the researchers/practitioners (mostly teacher educators) were accomplished.

Findings revealed that overall autobiographical assignments intended to:
a) elicit/promote pre-service teachers' personal reflections;
b) elicit and develop beliefs and values;
c) develop (professional) identity, and
d) elicit perspectives on privilege and diversity.

The review points out that although the assignment seems to elicit reflection, unless it is part of a critical curricula, it does not seem to elicit participating pre-service teachers to question the status quo. In addition, the review sheds light on a lack of methodological transparency, and inconsistencies in research design and methodological alignment across many of the studies reviewed. Implications for preparing social justice, critical-minded pre-service teachers are offered.

Keywords:

Pre-service teacher preparation, autobiographical assignments.