Series editor(s): Dr Stefinee Pinnegar
Subject Area: Education
|Title:||Afterword: Reflections on Narrative Inquiries into Teacher Education Identity Making|
|Author(s):||D. Jean Clandinin|
|Volume:||16 Editor(s): Elaine Chan, Dixie Keyes, Vicki Ross ISBN: 978-1-78052-924-0 eISBN: 978-1-78052-925-7|
|Citation:||D. Jean Clandinin (2012), Afterword: Reflections on Narrative Inquiries into Teacher Education Identity Making, in Elaine Chan, Dixie Keyes, Vicki Ross (ed.) Narrative Inquirers in the Midst of Meaning-making: Interpretive Acts of Teacher Educators (Advances in Research on Teaching, Volume 16), Emerald Group Publishing Limited, pp.143-148|
|DOI:||10.1108/S1479-3687(2012)00000160011 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
Arguments for the development and use of narrative inquiry come out of a view of human experience in which humans, individually and socially, lead storied lives. People shape their daily lives by stories of who they and others are and as they interpret their past in terms of these stories. Story, in the current idiom, is a portal through which a person enters the world and by which his or her experience of the world is interpreted and made personally meaningful. Viewed this way, narrative is the phenomena studied in inquiry. Narrative inquiry, the study of experience as story, then, is first and foremost a way of thinking about experience. Narrative inquiry as methodology entails a view of the phenomena. To use narrative inquiry methodology is to adopt a particular view of experience as phenomena under study. (Connelly & Clandinin, 2006, p. 377)
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