Narrative Inquiries into Curriculum Making in Teacher Education PDF Download

Author: Julian Kitchen
Publisher: Emerald Group Publishing
ISBN: 0857245929
Category : Education
Languages : en
Pages : 314

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Book Description
Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.

Author: Cheryl J. Craig
Publisher: Emerald Group Publishing
ISBN: 1784411353
Category : Education
Languages : en
Pages : 482

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Book Description
The book fills a gaping hole in the teacher education literature. Nowhere is there a volume that globally surveys teacher education pedagogies and invites international scholars to describe the most productive ones in their home countries.

Author: D. Jean Clandinin
Publisher: Routledge
ISBN: 1134232578
Category : Education
Languages : en
Pages : 323

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Book Description
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: Oren Ergas
Publisher: Emerald Group Publishing
ISBN: 1839822627
Category : Education
Languages : en
Pages : 280

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Book Description
Against the backdrop of a pull toward external standards and accountability, this collection of chapters re-grounds us in the importance of bringing the 'self' to the foreground of the discourse of teaching, teacher education and practitioner research.

Author: Sebastian Feller
Publisher: John Benjamins Publishing Company
ISBN: 9027269343
Category : Language Arts & Disciplines
Languages : en
Pages : 270

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Book Description
Educating in Dialog: Constructing meaning and building knowledge with dialogic technology contains a collection of new articles on the relationship of learning, dialog and technology. The articles combine different views of dialogic learning stemming from a multiplicity of discipline backgrounds and research interests including educational design, educational science, epistemology, cognitive linguistics, cultural studies, and mobile learning, to name a few. The authors discuss and explore a variety of topics that range from knowledge building over learning communities to dialogic technologies for knowledge co‐construction. Discussing technology and learning against this broad background is indispensable, as the gap between what learners actually need for successful learning and what current technology offers becomes increasingly wide. This book provides thought-provoking views of recent developments in the area of technology supported learning for everyone who is interested in educational technologies, collaborative learning, and dialog.

Author: Elaine Chan
Publisher: Emerald Group Publishing
ISBN: 1780529252
Category : Education
Languages : en
Pages : 180

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Book Description
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: Cheryl J. Craig
Publisher: Emerald Group Publishing
ISBN: 1837536244
Category : Education
Languages : en
Pages : 367

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Book Description
The ISATT 40th Anniversary Yearbook, presented over three volumes, celebrates the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.

Author: D Jean Clandinin
Publisher: Routledge
ISBN: 1000690555
Category : Education
Languages : en
Pages : 540

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Book Description
Organized around a metaphor of an academic journey, D. Jean Clandinin offers published tracings of an unfolding journey over 40 years that, at its outset, appeared to focus only on questions of epistemology. However, the book illuminates how that apparent beginning focus shape-shifted to questions of methodology, ethics, ontology, and subsequently, political concerns. Clandinin shows that, even at the outset, her research wonders were grounded in relational understandings of experience, understandings that were simultaneously ontological, methodological, epistemological and ethical. Jean’s work is collaborative, an engagement alongside others and within the contexts in which they and she lived and worked, including those who were participants in the research. She continues to acknowledge that narrative inquiry changes people’s ways of being in the world, and those changes have ethical significance. While what she and her colleagues now call relational ethics has always been central, recently her sense of ethics has become more explicitly political. She shows the development of ideas over time, beginning as she entered doctoral work and continuing through 2019 and onward. Jean’s work, centered on relational understandings of experience, highlights ethical dimensions, and has come to define narrative understandings for generations of researchers. This book will be an invaluable resource for researchers and graduate students, and professional researchers in both educational and healthcare settings. .

Author: Edward R. Howe
Publisher: BRILL
ISBN: 9004503595
Category : Education
Languages : en
Pages : 185

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Book Description
Teacher Acculturation provides rich description of lived experiences of novice teachers from the 1950s through present day. The thought-provoking stories provide a springboard for critical discussions about gender/sexuality, culture/race/ethnicity, Indigenous perspectives, SES/class/religion, and the challenges facing teachers in different contexts.

Author: Lobat Asadi
Publisher: IAP
ISBN: 1648023282
Category : Education
Languages : en
Pages : 247

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Book Description
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.