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Subject Area: Education
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|Title:||Narrative inquiry in teaching and teacher education|
|Author(s):||Cheryl J. Craig|
|Volume:||13 Editor(s): Julian Kitchen, Darlene Ciuffetelli Parker, Debbie Pushor ISBN: 978-0-85724-591-5 eISBN: 978-0-85724-592-2|
|Citation:||Cheryl J. Craig (2011), Narrative inquiry in teaching 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.19-42|
|DOI:||10.1108/S1479-3687(2011)00000130005 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Purpose – The purpose of this chapter is to trace the origins of narrative inquiry as an empirical research method specifically created to examine how teachers come to know in their own terms.
Approach – The chapter reviews key conceptualizations in the teaching and teacher education field chronologically.
Findings – The review begins with Clandinin and Connelly's groundbreaking work concerning teachers’ personal practical knowledge, the professional knowledge landscapes of schools, and stories to live by (teacher identity). Three other important narrative conceptualizations on the research line are then highlighted: narrative resonance, narrative authority, and knowledge communities. Special attention is also paid to how narrative inquiry has fueled studies having to do with curriculum, subject matter, and culture. Narrative inquiry's important contributions to the emergence of the self-study of teaching and teacher education practices genre of research is additionally highlighted, along with several more recent advances having to do with collaborative narrative inquiries, studies with children, and reforming school landscapes.
Research implications – Lingering issues relating to narrative inquiry's acceptance as a legitimate research approach are also discussed; latent opportunities are likewise paid attention.
Value – The value of the chapter is that it is the first work that has specifically followed developments on the Connelly–Clandinin research line. The chapter shows the major contributions that the world-class research program – and the associated research projects spawned from it – have made to teaching and teacher education internationally.
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