Overview

This book aims to explore and make visible the intersection of subject matter knowledge and teacher knowledge in the narratives of teachers. This complicated interaction between these two bodies of knowledge is often studied and little understood. This book uses narrative to examine the complexities of teaching and learning. The authors of the chapters, as well as the editors, use innovative approaches to narrative methodology for research on teaching and teacher education in areas of education critical to teachers' lives. Particularly through this book, they continue to advance the work of researchers to display narratives of educator lives and ways of knowing while opening the space for a community of narrative scholars.

Full Product Details

9781786357977

Table of Contents

Reviews

Education scholars from the US and Canada present 14 essays that examine the intersection between subject matter knowledge and teacher knowledge in the US and elsewhere. They consider how teachers use narrative to understand their classroom lives and practice, the tensions in their work as they help students construct knowledge, and connections between narrative understandings of teacher knowledge, identity, and practice in relation to concepts of subject matter knowledge. They examine teacher stories in elementary contexts, from the perspective of preservice teachers and their supervisors, as well as professional development experiences, in terms of science, math, and social studies knowledge; stories from the secondary level in relation to English language arts, teaching that promotes diversity, and physical education; and stories about teacher preparation in special education, transitioning from student teaching to early-career teaching in India, the influence of the knowledge community in a teacher education program in China, and constructing a language arts curriculum that honors indigenous language and culture in Canada. -- Annotation (c)2017 Ringgold Inc. * (protoview.com) *

Education scholars from the US and Canada present 14 essays that examine the intersection between subject matter knowledge and teacher knowledge in the US and elsewhere. They consider how teachers use narrative to understand their classroom lives and practice, the tensions in their work as they help students construct knowledge, and connections between narrative understandings of teacher knowledge, identity, and practice in relation to concepts of subject matter knowledge. They examine teacher stories in elementary contexts, from the perspective of preservice teachers and their supervisors, as well as professional development experiences, in terms of science, math, and social studies knowledge; stories from the secondary level in relation to English language arts, teaching that promotes diversity, and physical education; and stories about teacher preparation in special education, transitioning from student teaching to early-career teaching in India, the influence of the knowledge community in a teacher education program in China, and constructing a language arts curriculum that honors indigenous language and culture in Canada. -- Annotation ©2017 Ringgold Inc. * (protoview.com) *

Author Information

Vicki Ross, Northern Arizona University, Flagstaff, AZ, USA Elaine Chan, University of Nebraska-Lincoln, Lincoln, NE, USA Dixie K. Keyes, Arkansas State University, Jonesboro, AR, USA

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available