Narrative inquiry, curriculum making, and teacher education

Darlene Ciuffetelli Parker; Debbie Pushor; Julian Kitchen

doi:10.1108/S1479-3687(2011)00000130004

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Advances in Research on Teaching

ISSN: 1479-3687
Series editor(s): Dr Stefinee Pinnegar

Subject Area: Education

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Narrative inquiry, curriculum making, and teacher education

Document Information:
Title:	Narrative inquiry, curriculum making, and teacher education
Author(s):	Darlene Ciuffetelli Parker, Debbie Pushor, Julian Kitchen
Volume:	13 Editor(s): Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor ISBN: 978-0-85724-591-5 eISBN: 978-0-85724-592-2
Citation:	Darlene Ciuffetelli Parker, Debbie Pushor, Julian Kitchen (2011), Narrative inquiry, curriculum making, and teacher education, in Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor (ed.) Narrative Inquiries into Curriculum Making in Teacher Education (Advances in Research on Teaching, Volume 13), Emerald Group Publishing Limited, pp.3-18
DOI:	10.1108/S1479-3687(2011)00000130004 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Extract:	This is a book for teacher educators. It is also a book for teacher candidates and educational stakeholders who are interested in using storied practice in teacher education. It is about teacher educators and teacher candidates as curriculum makers (Clandinin & Connelly, 1992) who engage in narrative inquiry practice. As editors of this volume, we came to this important writing project as a result of our respective work using narrative inquiry that originated from our studies with Dr. Michael Connelly and Dr. Jean Clandinin. In a large sense, this book represents our interpretations, as second-generation narrative inquirers, of three main ideas: narrative inquiry, curriculum making, and teacher education. Narrative inquiry, curriculum making, and teacher education are vitally interconnected concepts that offer an alternative way of understanding the current landscape of education. Narrative inquiry in teacher education would not have been possible without the groundbreaking work of Connelly and Clandinin.