ABSTRACT
Many publications focus on feedback in teacher education and explore its effectiveness and features. However, they emphasise how inadequate it is provided in many teacher education programmes. This chapter introduces an idea of using the collective biography writing (CBW) as a form of feedback that expands learners’ perspectives on the learning process and their understanding of the process as multi-layered and context dependent. The researchers used the Collective Memory Work research procedure including two phases: emphatic understanding and distanced analytic understanding. The group of co-researchers consisted of 15 third-year students of pre-school and early childhood education from The Jan Kochanowski University of Kielce, Poland. They took part in the research workshop focused on meanings they give to events concerning the process of becoming an autonomous teacher in relation to a specific socio-cultural context. A narrative about an internship in a first grade of the primary school was chosen for analysis and interpretation. The CBW-based feedback, working on a collectively constructed text, helped students in constructing their knowledge about the teaching profession, exploration of their own teaching, and critical interpretations of past events.
