Narrative Inquiry in Practice: Advancing the Knowledge of Teaching
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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action research articulate began Bruner challenge chapter Chinese Canadian Clandinin Cochran-Smith collaborative colleagues Connelly construct context conversations Copyright Clearance Center create creative culture curriculum describe discourse community discussion Donald Schön Educational Researcher engage epistemology exemplars experience explore feel first-year teachers focus groups graduate idea Inquiry in Practice ISBN issues kids knowledge communities Knowledge of Teaching LaBoskey learner Lee Shulman Lyons meaning Michael Connelly Mills College Mishler narrative authority narrative inquiry narrative knowing narrative practices narrative teaching practices one’s participants perspectives portfolio maker portfolio narrative portfolio process practitioners presented preservice professional development questions reading reflective practice research practices responses role scholarship of teaching Schön self-study Serena setting the tone sharing social stories talk Tanya teacher education teacher research Teachers College Press teaching and learning teaching portfolio tell tion tive understanding University validity Vivian Paley writing York