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| Author | : Julian Kitchen |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 313 |
| Release | : 2011-02-15 |
| Genre | : Education |
| ISBN | : 0857245929 |
Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.
| Author | : D. Jean Clandinin |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 169 |
| Release | : 2011-04-26 |
| Genre | : Education |
| ISBN | : 0857248278 |
Focusing on school as place where curriculum is made to realizing the ways children and families are engaged as curriculum makers in homes, in communities, and in the spaces in-between, outside of school, this book investigates the tensions experienced by teachers, children and families as they make curriculum attentive to lives.
| Author | : D. Jean Clandinin |
| Publisher | : Routledge |
| Total Pages | : 323 |
| Release | : 2006-04-18 |
| Genre | : Education |
| ISBN | : 1134232578 |
In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives. Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.
| Author | : H. Milner |
| Publisher | : Springer |
| Total Pages | : 232 |
| Release | : 2010-03-01 |
| Genre | : Education |
| ISBN | : 0230105661 |
This book analyzes equity and diversity in schools and teacher education. Within this broad and necessary context, the book raises some critical issues not previously explored in many multicultural and urban education texts.
| Author | : Lobat Asadi |
| Publisher | : IAP |
| Total Pages | : 247 |
| Release | : 2021-01-01 |
| Genre | : Education |
| ISBN | : 1648023282 |
Truth and Knowledge in Curriculum Making, addresses issues in curriculum and instruction, such as the lack of Black teachers, minority representation, and mentorship. The book arose from a serial interpretation of five published narrative inquiries that pinpointed complexities lived in a teacher knowledge community at T.P. Yaeger Middle School, a campus located in the fourth largest urban center in America. The inquiry initially resulted in a documentary-style presentation at an educational conference using performance narrative inquiry as an arts-based method to recount the research. In Truth and Knowledge in Curriculum Making, the process of researchers turned actors is unraveled by looking at the lived experiences and identifying the embodied knowledge of teachers in different content areas including Physical Education, Music, Teaching English as a Second Language, Mathematics, and Reading. The authors use parallel stories, counter stories, story constellations, musical narrative inquiry, performance narrative inquiry and other narrative means of sense-making as they examine how they may relate to those stories. Ethical research dilemmas, including the how and why behind each author’s choice to burrow into difficult topics such as race, gender and conflict resolution are revealed. By unpacking the hidden curriculum, examining value creation and by revealing isolated relational experiences of participants and researchers, Truth and Knowledge in Curriculum Making instantiates and outlines how truth and knowledge may be formed in educational settings through intertwining narrative inquiry, teacher knowledge and aesthetic ways of knowing.
| Author | : Amy Johnson Lachuk |
| Publisher | : IAP |
| Total Pages | : 149 |
| Release | : 2020-08-01 |
| Genre | : Education |
| ISBN | : 164802209X |
Collaboration, Narrative, and Inquiry that Honor the Complexity of Teacher Education presents a narrative exploration of three teacher educators' collaborative and transnational inquiry into their practices. Through carefully selected narratives, the authors describe how they enacted a practice-based approach in their teacher education courses. The authors present challenges and complexities they encountered as teacher educators in trying to prepare preservice teacher candidates for the realities of the classroom.
| Author | : Elaine Chan |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 180 |
| Release | : 2012-06-28 |
| Genre | : Education |
| ISBN | : 1780529244 |
Illustrates interim narrative field texts of identity as teacher educator stories and demonstrates how researchers utilize common places of temporality, sociality, and place in analyzing narratives. This title describes conceptualizations of narrative research processes, bringing forward narrative tools and methods of layering narratives.
| Author | : Nona Lyons |
| Publisher | : Teachers College Press |
| Total Pages | : 225 |
| Release | : 2002-09-06 |
| Genre | : Education |
| ISBN | : 0807742473 |
What role does narrative play in building teachers' knowledge? In this timely volume, foremost scholars in the field of education not only open, but they deepen the conversation about the uses of narrative in the construction of teachers' knowledge.
| Author | : D. Jean Clandinin |
| Publisher | : John Wiley & Sons |
| Total Pages | : 242 |
| Release | : 2004-08-13 |
| Genre | : Education |
| ISBN | : 0787972762 |
"The literature on narrative inquiry has been, until now, widely scattered and theoretically incomplete. Clandinin and Connelly have created a major tour de force. This book is lucid, fluid, beautifully argued, and rich in examples. Students will find a wealth of arguments to support their research, and teaching faculty will find everything they need to teach narrative inquiry theory and methods."--Yvonna S. Lincoln, professor, Department of Educational Administration, Texas A&M University Understanding experience as lived and told stories--also known as narrative inquiry--has gained popularity and credence in qualitative research. Unlike more traditional methods, narrative inquiry successfully captures personal and human dimensions that cannot be quantified into dry facts and numerical data. In this definitive guide, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research. Tracing the origins of narrative inquiry in the social sciences, they offer new and practical ideas for conducting fieldwork, composing field notes, and conveying research results. Throughout the book, stories and examples reveal a wide range of narrative methods. Engaging and easy to read, Narrative Inquiry is a practical resource from experts who have long pioneered the use of narrative in qualitative research.
| Author | : Karen E. Johnson |
| Publisher | : Cambridge University Press |
| Total Pages | : 228 |
| Release | : 2002-07-08 |
| Genre | : Education |
| ISBN | : 9780521013130 |
A collection of personal, contextualized stories of teachers assessing their own experiences in gaining expertise as language teachers. Preservice and inservice teachers will benefit from the insights provided in this book, as will Language Teacher Educators and education researchers.
