Narrative Inquiry in Practice: Advancing the Knowledge of TeachingNona Lyons, Vicki Kubler LaBoskey Teachers College Press, 2002 M09 6 - 214 páginas 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. |
Contenido
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 |
205 | |
Otras ediciones - Ver todas
Narrative Inquiry in Practice: Advancing the Knowledge of Teaching Vicki Kubler LaBoskey Sin vista previa disponible - 2002 |
Términos y frases comunes
able action activity approach assignment attention authority become began beginning believe called challenge chapter Clandinin classroom colleagues College Press connections consider construct context conversations course create creative critical culture describe discussion Educational Researcher engage English evidence examine exemplars experience explore feel focus going graduate idea identity important individual interpretations involved issues knowledge learning lives look Lyons meaning meeting move narrative inquiry narrative practices narrative teaching opportunity participants perspectives portfolio possible presented professional questions reading realized reflective responses role scholarship seemed self-study sense sharing situation social stories structure suggests talk teacher education Teachers College teaching teaching practices tell things thought tion told tone understanding University validity wanted writing York
Referencias a este libro
Narrative Inquiries of School Reform: Storied Lives, Storied Landscapes ... Cheryl J. Craig Sin vista previa disponible - 2003 |
Learning from Research on Teaching: Perspective, Methodology, and Representation Jere E. Brophy,Stefinee E. Pinnegar Sin vista previa disponible - 2005 |