Narrative conceptions of knowledge : towards understanding teacher attrition / edited by C. Aiden Downey, D. Jean Clandinin, Lee Schaefer.

Contributor(s):

Material type: Text

TextSeries: Advances in research on teaching ; v. 23.Publisher: Bingley, U.K. : Emerald, 2014Description: 1 online resource (214 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

9781784411374
178441137X

Subject(s):

Genre/Form:

Additional physical formats: No titleDDC classification:

371.1 371.102

LOC classification:

LB1025.3 .N37 2014eb

Online resources:

Click here to access online

Contents:

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.

Summary: 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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Item type	Home library	Collection	Call number	Materials specified	Status	Date due	Barcode
Electronic-Books	OPJGU Sonepat- Campus	E-Books EBSCO			Available

Includes bibliographical references.

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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