大葉大學圖書館 |

Narrative conceptions of knowledge[electronic resource] :towards understanding teacher attrition /

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
杜威分類號:	371.102
書名/作者:	Narrative conceptions of knowledge : towards understanding teacher attrition // edited by C. Aiden Downey, D. Jean Clandinin, Lee Schaefer.
其他作者:	Downey, C. Aiden.
出版者:	Bingley, U.K. : : Emerald,, 2014.
面頁冊數:	1 online resource (214 p.) : : ill.
標題:	Teaching.
ISBN:	9781784411374 (electronic bk.)
書目註:	Includes bibliographical references.
內容註:	Getting beyond elevator stories / Lee Schaefer, C. Aiden Downey, D. Jean Clandinin -- Coming to narrative conceptions of teacher knowledge / D. Jean Clandinin, Lee Schaefer, C. Aiden Downey -- Methodology / C. Aiden Downey, Lee Schaefer, D. Jean Clandinin -- Reid's narrative account / Lee Schaefer -- Tara's narrative account / C. Aiden Downey -- Alis's narrative account / Lee Schaefer -- Natalie's Narrative Account / D. Jean Clandinin -- Dan's narrative account / Lee Schaefer -- Audrey Jane's narrative account / Eliza Pinnegar -- Personal knowledge landscapes / D. Jean Clandinin, Lee Schaefer, C. Aiden Downey -- Composing a life in two knowledge landscapes / C. Aiden Downey, Lee Schaefer, D. Jean Clandinin -- New possibilities for reimagining teacher education / Lee Schaefer, C. Aiden Downey, D. Jean Clandinin.
摘要、提要註:	The book volume shares six narrative accounts, which offer glimpses into the teachers' lives, which are composed with attention to place, temporality, and personal and social dimensions. By inquiring narratively into the experiences of these teachers, the book identifies the complex ways in which the teachers' personal practical knowledge is shaped by their personal knowledge landscapes as well as professional knowledge landscapes. Questions are raised about the implications of seeing teacher attrition as a process rather than singular event, that is, as a process of coming to tell a story to leave by, for our understandings of teacher knowledge and identity. As we shift from seeing "beginning teachers" to seeing "teachers as beginning", that is, as seeing teachers as people with experiences of personal and professional becoming, we shift from seeing them as more than content knowledge and pedagogic skills, but as people in the midst of living lives. This narrative and more holistic understanding of teacher knowledge and identity will help preservice teacher education programs, schools and school districts to better sustain people as they begin to teach and become teachers.
電子資源:	http://www.emeraldinsight.com/1479-3687/23

Narrative conceptions of knowledge[electronic resource] :towards understanding teacher attrition /
Narrative conceptions of knowledgetowards understanding teacher attrition /[electronic resource] :edited by C. Aiden Downey, D. Jean Clandinin, Lee Schaefer. - 1st ed. - Bingley, U.K. :Emerald,2014. - 1 online resource (214 p.) :ill. - Advances in research on teaching,v. 231479-3687 ;. - Advances in research on teaching ;v. 8..

Includes bibliographical references.

Getting beyond elevator stories / Lee Schaefer, C. Aiden Downey, D. Jean Clandinin -- Coming to narrative conceptions of teacher knowledge / D. Jean Clandinin, Lee Schaefer, C. Aiden Downey -- Methodology / C. Aiden Downey, Lee Schaefer, D. Jean Clandinin -- Reid's narrative account / Lee Schaefer -- Tara's narrative account / C. Aiden Downey -- Alis's narrative account / Lee Schaefer -- Natalie's Narrative Account / D. Jean Clandinin -- Dan's narrative account / Lee Schaefer -- Audrey Jane's narrative account / Eliza Pinnegar -- Personal knowledge landscapes / D. Jean Clandinin, Lee Schaefer, C. Aiden Downey -- Composing a life in two knowledge landscapes / C. Aiden Downey, Lee Schaefer, D. Jean Clandinin -- New possibilities for reimagining teacher education / Lee Schaefer, C. Aiden Downey, D. Jean Clandinin.

The book volume shares six narrative accounts, which offer glimpses into the teachers' lives, which are composed with attention to place, temporality, and personal and social dimensions. By inquiring narratively into the experiences of these teachers, the book identifies the complex ways in which the teachers' personal practical knowledge is shaped by their personal knowledge landscapes as well as professional knowledge landscapes. Questions are raised about the implications of seeing teacher attrition as a process rather than singular event, that is, as a process of coming to tell a story to leave by, for our understandings of teacher knowledge and identity. As we shift from seeing "beginning teachers" to seeing "teachers as beginning", that is, as seeing teachers as people with experiences of personal and professional becoming, we shift from seeing them as more than content knowledge and pedagogic skills, but as people in the midst of living lives. This narrative and more holistic understanding of teacher knowledge and identity will help preservice teacher education programs, schools and school districts to better sustain people as they begin to teach and become teachers.

ISBN: 9781784411374 (electronic bk.)Subjects--Topical Terms:

175412
Teaching.

LC Class. No.: LB1025.3 / .N37 2014

Dewey Class. No.: 371.102

Narrative conceptions of knowledge[electronic resource] :towards understanding teacher attrition /
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520 $a The book volume shares six narrative accounts, which offer glimpses into the teachers' lives, which are composed with attention to place, temporality, and personal and social dimensions. By inquiring narratively into the experiences of these teachers, the book identifies the complex ways in which the teachers' personal practical knowledge is shaped by their personal knowledge landscapes as well as professional knowledge landscapes. Questions are raised about the implications of seeing teacher attrition as a process rather than singular event, that is, as a process of coming to tell a story to leave by, for our understandings of teacher knowledge and identity. As we shift from seeing "beginning teachers" to seeing "teachers as beginning", that is, as seeing teachers as people with experiences of personal and professional becoming, we shift from seeing them as more than content knowledge and pedagogic skills, but as people in the midst of living lives. This narrative and more holistic understanding of teacher knowledge and identity will help preservice teacher education programs, schools and school districts to better sustain people as they begin to teach and become teachers.
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856 4 0 $u http://www.emeraldinsight.com/1479-3687/23