By Vicki Kubler Laboskey, Nona Lyons
This certain choice of exemplars demonstrates narrative as a robust technique of inquiry whereas additionally exploring its obstacles. Drawing at the reviews of lecturers and instructor educators in quite a few settings who've been getting to know their very own instructing, this ebook: outlines a conceptual framework for contemplating narrative as a style of inquiry, together with narrative practices that academics and researchers can test of their personal settings; offers unique descriptions of exemplars revealing the contexts within which they have been constructed, an evaluation of ways they paintings, and why they could or is probably not complicated; uncovers how narrative as a method of inquiry offers a style for investigating, documenting, and representing a scholarship of training; and advances the on-going debates in regards to the function of lecturers in inquiring into their very own perform, undertaking motion learn, and development a brand new epistemology of perform.
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Additional info for Narrative Inquiry in Practice: Advancing the Knowledge of Teaching (Practitioner Inquiry Series, 22)
And the task is urgent, especially in the light of the new scholarship of teaching that Schön defends. The Scholarship of Teaching project proposed by Ernest Boyer generated important questions: What is a scholarship of teaching? How can it be interrogated, documented, and represented? We suggest that narrative inquiry as presented here as a way of knowing is a valued approach, one already in service of interrogating, documenting, and representing the scholarship of teaching. At a time of intense scrutiny of higher education and teacher education and the search for new modes of assessment of students and teachers, this book extends discussion in several domains: about ways of knowing in the professions and the place of narrative inquiry in that; about the uses of reflective interrogations to examine practices, identify meanings, and knowledge; and about the epistemological issues surrounding the validity of teaching practices.
Whether they really serve or not can be found out only in practice. ) interrogate some puzzle or compelling question of teaching or learning through the creation of a narrative, by constructing and telling the story of its meaning. The process results in the construction of knowledge that has consequences for understanding and refining theory and changing practice. In Part I of this book, seven narrative teaching practices are described by authors who have been trying them in their own settings.
Short Term An examination of the author self-reflections and the nonauthor feedback revealed that virtually all (25 out of 27) of the participants felt that the stories generated rich and beneficial discussions about setting the tone. The following comment was representative: “I felt the greatest strength of the process was the insightful and interesting conversation generated in my small group. ” Their responses also revealed that the struggle to avoid judgments and one right answer was both more explicit and more likely than it had been with the case analyses and discussions, especially with regard to the avoidance of one right answer.
Narrative Inquiry in Practice: Advancing the Knowledge of Teaching (Practitioner Inquiry Series, 22) by Vicki Kubler Laboskey, Nona Lyons