Narrative Inquiry in Practice: Advancing the Knowledge of Teaching

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Nona Lyons, Vicki Kubler LaBoskey
Teachers College Press, 2002 - 214 pages
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This unique collection of exemplars demonstrates narrative as a powerful means of inquiry while also exploring its limitations. Drawing on the experiences of teachers and teacher educators in a variety of settings who have been researching their own teaching, this book: outlines a conceptual framework for considering narrative as a mode of inquiry, including narrative practices that teachers and researchers can try in their own settings; provides detailed descriptions of exemplars revealing the contexts in which they were developed, an assessment of how they work, and why they may or may not be problematic; uncovers how narrative as a mode of inquiry provides a method for investigating, documenting, and representing a scholarship of teaching; and advances the on-going debates about the role of teachers in inquiring into their own practice, engaging in action research, and building a new epistemology of practice.
 

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Contents

Introduction
1
Why Narrative Inquiry or Exemplars for a Scholarship of Teaching?
11
Uncovering Narrative Teaching Practices A Sampler
29
Embedding and Extending Inquiry Through Narrative Research Practices
131
About the Editors and the Contributors
201
Index
205
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About the author (2002)

Vicki Kubler LaBoskey, Ph.D. is Professor of Education at Mills College, Oakland, California, where she is also Director of the elementary teacher credential program. Previously, she was an urban elementary school teacher in East Los Angeles and San Jose, California where she taught multiethnic classes of kindergarteners through fourth graders for eight years. She has been a teacher educator since 1985, when she was the Associate Director of the Stanford Teacher Education Program for three years before coming to Mills. She is currently President Elect of the California Council on Teacher Education and Chair of the Self-Study of Teacher Education Practices Special Interest Group of the American Educational Research Association. Her most recent publications include Narrative Inquiry in Practice: Advancing the Knowledge of Teaching with Nona Lyons and the two-volume International Handbook of Self-Study of Teaching and Teacher Education Practice with John Loughran, Mary Lynn Hamilton, and Tom Russell. Her research interests focus on the self-study of teacher education practices and on narrative approaches to the development and mentoring of critical reflection and inquiry in teaching.

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