ABSTRACT
This chapter reports the results of a study on using digital storytelling as a research and assessment method in a graduate-level language teacher education course. A conceptual framework guided by literature on the uses of digital storytelling in education is employed in the study. The research question that governed the present study was the following: What roles and functions does digital storytelling serve for graduate students in a language teacher education course in presenting their field experience research? The results pointed to various functions of digital storytelling, and recommendations were made for improved training of teacher candidates in using this method.
