Full Product Details
Author: Vicki Ross (Northern Arizona University, USA) ,
Elaine Chan (University of Nebraska-Lincoln, USA)
Publisher: Emerald Publishing Limited
Imprint: Emerald Publishing Limited
Volume: 33
Dimensions:
Width: 15.20cm
, Height: 2.00cm
, Length: 22.90cm
Weight: 0.438kg
ISBN: 9781838675981
ISBN 10: 1838675981
Pages: 232
Publication Date: 21 October 2019
Audience:
Professional and scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: In Print
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Reviews
This volume contains 11 chapters by curriculum studies specialists from North America who explore the factors and influences that contribute to building teacher knowledge, with a focus on the work of C.L. Clarke and D.A. Hutchinson on the intersection of teacher knowledge, experience, and identity, particularly the relational nature of a narrative inquiry as a methodology to understand experiences. It emphasizes the critical role of context, or landscape, in the development of teacher knowledge and argues for a conception of teacher knowledge as the development of a body of professional knowledge that is informed by personal and professional experiences across time, space, and interaction. Chapters address the complexities of curriculum making in teacher education; the process of doctoral research in relation to narrative inquiry; methodological developments, descriptions, and explorations of methods of narrative inquiry, including poetic expression and making meaning through story; autobiography and narrative inquiry, the use of narrative inquiry to explore and disrupt patterns of formalistic approaches to constructions of sexuality and gender, how social constructions may be reconstructed through understandings that emerge from individuals' experiences, and experience as a way of deconstructing social frames of understanding phenomenon; and issues of relationship in the process of restorying and reconstruction of experience as ways of moving research and narrative inquiry forward, with discussion of the role of shared vulnerability in relational research. -- Copyright 2019 * Portland, OR *
Author Information
Vicki Ross is Associate Professor, Northern Arizona University, USA, and coordinates the Curriculum and Instruction Program and is Chair-elect of the Narrative and Research Special Interest Group of AERA. Her interests include teacher knowledge, development, and identity, curriculum studies, and narrative inquiry. She is a recipient of the Emerald Publishing Literati Award. Elaine Chan is Associate Professor of Diversity and Curriculum Studies at the University of Nebraska-Lincoln, USA, and specializes in the areas of teacher knowledge, teacher education, narrative inquiry, multicultural education, student experiences of schooling.
