Download or read book Personal Narratives of Teacher Knowledge written by Betty C. Eng and published by Springer Nature. This book was released on 2022-01-01 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book illustrates how the experiential histories of teachers shape and inform the knowledge of teachers as professionals. Situating personal experiences into the context of social, political, and economic events gives clarity to the intercultural dynamics of being Chinese and Western. What can we learn from each other to transform our teaching and learning? The book engages in a cross-cultural perspective that is highly relevant for teachers, teacher education, curriculum making and policy planning for a global community. The book is also an invitation to internationalize the classroom for teaching and learning in a diverse and global world, and to educators and policy makers to expand our understanding of cross-cultural complexities for an increasingly diversified and global community. By viewing the classroom through the multiple lens of different cultures, educators have an opportunity to cross over to see, experience, and understand how others live.
Download or read book Personal Narratives of Teacher Knowledge written by Betty C. Eng and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book illustrates how the experiential histories of teachers shape and inform the knowledge of teachers as professionals. Situating personal experiences into the context of social, political, and economic events gives clarity to the intercultural dynamics of being Chinese and Western. What can we learn from each other to transform our teaching and learning? The book engages in a cross-cultural perspective that is highly relevant for teachers, teacher education, curriculum making and policy planning for a global community. The book is also an invitation to internationalize the classroom for teaching and learning in a diverse and global world, and to educators and policy makers to expand our understanding of cross-cultural complexities for an increasingly diversified and global community. By viewing the classroom through the multiple lens of different cultures, educators have an opportunity to cross over to see, experience, and understand how others live.
Download or read book Teachers Stories written by Mary Renck Jalongo and published by Jossey-Bass. This book was released on 1995-02-10 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Storytelling--or narrative--is gaining acceptance as an important tool for professional development, research, and teaching. This book shows how teachers and educators can use stories of their professional experiences to reflect on their own practice, articulate values and beliefs, give shape and form to teaching theory, and better understand decision-making processes. The book offers strategies for generating, sharing, and using narrativeand illustrates its points with many rich classroom stories.Individual chapters built around specific themes show how teachers use narrative to forge connections, learn from students, reflect upon experience, resolve conflict, develop as professionals, and enter the educational dialogue. A wealth of examples and specific suggestions show teachers at all levels, preschool through high school, how to compose and give voice to their own stories, forcing them to dig beneath the surface, think more deeply about teaching and learning, and become truly reflective practitioners.
Download or read book Exploring Teacher Knowledge Through Personal Narratives microform Experiences of Identity Culture and Sense of Belonging written by Betty Christine Eng and published by Library and Archives Canada = Bibliothèque et Archives Canada. This book was released on 2005 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores and makes meaning of personal experience to understand how it shapes and informs teacher knowledge or personal practical knowledge. Guided by Dewey's (1938) thinking that to study education and life is to study experience, I begin the inquiry of my personal practical knowledge by exploring my experiences of identity, culture, and sense of belonging. My experiences are rooted in China, the place of my birth, and shaped by the experience of my family's immigration to "Gold Mountain" or the United States. Growing up, I was criticized by my mother as a juk sing or a hollow bamboo who has the exterior appearance of being Chinese or Asian but is empty inside. To her I was devoid of the traditional and honored Chinese values and beliefs. My mother's characterization of me as a juk sing formed an indelible impression that serves as an originating and seminal question for this inquiry. This inquiry is a journey of self-awareness and discovery that contributes to exploring how personal experiential histories shape and inform teacher knowledge. The study is an invitation to all educators and policy makers to expand our understanding of cross-cultural complexities for an increasingly diversified and global community, and to develop culturally relevant pedagogy and culturally responsive teachers. Voices of participants integral to understanding my teacher knowledge include my parents, my village clan in China, my Chinese extended family in America, activists in the Asian American movement, my students, and my colleagues in teacher education in Hong Kong. My inquiry is a quest for understanding who I had become, how I became the person I am, and the person I am becoming that takes me to the soils of three landscapes: China, United States, and Hong Kong. I discover that my identity, culture, and sense of belonging are situated in what He (2003) has termed the "in-betweenness" of cross-cultural lives. I find that I am not a Chinese, nor an American, but a rich and complex blend of multiple identities that is evolving, improvised, and contested. "In-betweenness," I learn, is a place for tensions, challenges, discoveries, and transformations.
Download or read book Crossroads of the Classroom written by Vicki Ross and published by Emerald Group Publishing. This book was released on 2017-04-28 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Narrative Inquiry in Practice written by Nona Lyons and published by Teachers College Press. This book was released on 2002-09-06 with total page 225 pages. Available in PDF, EPUB and Kindle. Book excerpt: What role does narrative play in building teachers' knowledge? In this timely volume, foremost scholars in the field of education not only open, but they deepen the conversation about the uses of narrative in the construction of teachers' knowledge.
Download or read book Teachers Narrative Inquiry as Professional Development written by Karen E. Johnson and published by Cambridge University Press. This book was released on 2002-07-08 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: A collection of personal, contextualized stories of teachers assessing their own experiences in gaining expertise as language teachers. Preservice and inservice teachers will benefit from the insights provided in this book, as will Language Teacher Educators and education researchers.
Download or read book Narratives on Teaching and Teacher Education written by A. Mattos and published by Springer. This book was released on 2009-07-06 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings in an international perspective on a much debated area, namely teacher education. Through narrative research, the chapters in this collection provide a wide variety of stories of discovery, transformation and hope in teaching and learning to teach.
Download or read book Teachers Professional Knowledge Landscapes written by D. Jean Clandinin and published by . This book was released on 1995-01-01 with total page 179 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this groundbreaking work, the authors and their contributors offer a deep, probing look at the multilayered professional lives of teachers, where moral, historical, personal, epistemological worlds merge. Using the language of metaphor, the authors explore the realm of teachers' knowledge, and how it applies to their lives. Each part of the book focuses on a different aspect or "landscape." Personal stories contributed by real teachers, both beginning and experienced, are interwoven with stories of teacher development, growth, and even failure. This book is essential reading for all teachers, teacher educators, principals, superintendents, staff developers, and those who work in teacher research, professional development, and the philosophy of education.
Download or read book Narrative Inquiries into Curriculum Making in Teacher Education written by Julian Kitchen and published by Emerald Group Publishing. This book was released on 2011-02-15 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.
Download or read book Narrative Conceptions of Knowledge written by D. Jean Clandinin and published by Emerald Group Publishing. This book was released on 2014-12-03 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: Working from a narrative teacher knowledge perspective that understands teachers' personal practical knowledge as shaped in professional and personal knowledge landscapes. The book focuses on the experiences of six people who left teaching in their first five years to bring teachers' experiences to the phenomenon of early career teacher attrition.
Download or read book The Art of Learning to Teach written by Mary Beattie and published by Prentice Hall. This book was released on 2001 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume features personal narratives of student teachers as they engage in self-directed inquiry. Readers are given the opportunity to examine and consider a variety of possible responses to teaching and learning situations, and to relate their thinking to their own experience and developing professional knowledge. By using the context of the individual's whole life, this work acknowledges that the personal and the professional aspects of each person are inseparable. It connects theory and practice for readers in a format that "does the teaching". Prospective teachers are introduced to each narrative along with follow-up questions that give them direction, support, and encouragement for conducting their own self-inquiries. The author maintains that three major themes must be acknowledged and understood by teachers in order to be effective: 1) identity; 2) relationships; and 3) self, school, and society.
Download or read book Teacher Education and the Cultural Imagination written by Susan Florio-Ruane and published by Routledge. This book was released on 2001-04 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines use of ethnically diverse published autobiographies in a teacher educ. book club & course. Focuses on autobiography as site of teacher learning about culture & role of conversation in that learning. Blends personal narrative w/ analysis & descri.
Download or read book Teacher Narrative as Critical Inquiry written by Joy S. Ritchie and published by Teachers College Press. This book was released on 2000 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on teacher learning has too often excluded personal development in considering professional development. This timely book argues that the development of a professional identity is inextricable from personal identity. It suggests that when teachers are given the opportunity to compose their own stories of learning within a supportive community, they can then begin to compose new narratives of identity and practice. This book is a critical tool for educators seeking to refine their teaching practice and author their own development.
Download or read book Composing Diverse Identities written by D. Jean Clandinin and published by Routledge. This book was released on 2006-04-18 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Literacy Narratives microform Writing and Relating Letters and Stories of Teacher Knowledge Identity and Development written by Darlene Ciuffetelli Parker and published by Library and Archives Canada = Bibliothèque et Archives Canada. This book was released on 2004 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt: In part three, I study closely the application of related literacy narratives as a tool for collaborative teacher development and literacy education reform. I extrapolate such principles as: commitment, patience, trust, respect, compromise, community, affirmation, and relationship. Implications for the use of related literacy narratives as a tool for collaborative teacher development in other educational contexts and as applied to my research findings conclude my project. In this project, I focus on my personal and professional knowledge relationship with Jeanette, a Grade 6 teacher, over a four year span and use writing about my co-participant and me, as well as writing with Jeannette, to examine literacy teaching and learning as a product of caring, collaborative relationships in a diverse communal school landscape. Teacher knowledge, identity and development of literacy educators are explored through the primary method of letter writing, as well as other conversations, interviews, research texts, course papers, journals and diaries I have written in what I term literacy narratives . My work in this narrative inquiry is positioned in the work of Dewey's (1938) experience as education, in Connelly and Clandinin's (1988, 1994, 1999) research of teachers as curriculum makers, teacher identity, and personal practical knowledge and in Clandinin and Connelly's (1995, 1996, 2000) extensive work on teachers' professional knowledge landscapes and narrative inquiry through experience and story in qualitative research. In part two, I examine the concept of teacher identity in the development of literacy educators. I show literacy narratives, through the primary method of letter writing with Jeanette, by studying literacy narrative landscapes such as the Breakfast Club and by the examination of teachers' and students' personal literacy narratives which linked teachers' teaching and learning of literacy to students' learning and acquisition of literacy. In part one of this study, I illustrate teachers' professional knowledge by looking first at my own personal literacy narrative as I came into this research. I then look at professional knowledge landscapes through the viewpoint of Joseph, the principal, while positioning my own theories to the landscape site.
Download or read book International Handbook of Self Study of Teaching and Teacher Education Practices written by J. John Loughran and published by Springer. This book was released on 2007-07-03 with total page 1529 pages. Available in PDF, EPUB and Kindle. Book excerpt: The International Handbook on Self-study of Teaching and Teacher Education Practices is of interest to teacher educators, teacher researchers and practitioner researchers. This volume: -offers an encyclopaedic review of the field of self-study; -examines in detail self-study in a range of teaching and teacher education contexts; -outlines a full understanding of the nature and development of self-study; -explores the development of a professional knowledge base for teaching through self-study; -purposefully represents self-study through research and practice; -illustrates examples of self-study in teaching and teacher education.
