'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 ...
This volume extends the authors' work on "personal practical knowledge" as the way through which teachers hone their craft - "Teachers' Professional Knowledge Landscapes". They examine the question of how professional identities are formed.
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. Clandinin here takes ...
Composed by international researchers, the Handbook of Narrative Inquiry: Mapping a Methodology is the first comprehensive and interdisciplinary overview of the developing methodology of narrative inquiry. The Handbook outlines the historical development and philosophical underpinnings of narrative inquiry as well as describes different forms of ...
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. Clandinin here takes ...
This text provides a look at the multilayered professional lives of teachers, where moral, historical, personal and epistemological worlds merge. Using the language of the metaphor, the authors explore the realm of teachers' knowledge and how it applies to their lives.
"Learning to Teach, Teaching to Learn: Stories of Collaboration in Teacher Education" centres around participants in a year-long alternative teacher-education programme who, through discussions about their professional and personal lives, found themselves questioning the larger construction of teacher pedagogy. Perceiving a disconnection between ...
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