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Theorizing curriculum studies, teach...

Norris, Joe.

Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogyedited by Joe Norris, Richard D. Sawyer.
其他作者:	Norris, Joe.
出版者:	New York :Palgrave Macmillan US :2017.
面頁冊數:	vii, 159 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
標題:	Narrative inquiry (Research method)
電子資源:	http://dx.doi.org/10.1057/978-1-137-51745-6
ISBN:	9781137517456$q(electronic bk.)

Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy
Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy[electronic resource] /edited by Joe Norris, Richard D. Sawyer. - New York :Palgrave Macmillan US :2017. - vii, 159 p. :ill., digital ;24 cm.

Chapter 1. The Efficacy of Duoethnography in Teaching and Learning: A Return to its Roots -- Chapter 2. Teaching through Duoethnography in Teacher Education and Graduate Curriculum Theory Courses -- Chapter 3. Right and Wrong (and Good Enough): A Duoethnography within a Graduate Curriculum Studies Course -- Chapter 4. Dialogic Life History in Preservice Teacher Education -- Chapter 5. Duoethnography as a Pedagogical Tool that Encourages Deep Reflection -- Chapter 6. Exploring Duoethnography in Graduate Research Courses -- Chapter 7. Community, identity, and graduate education: Using duoethnography as a mechanism for forging connections in academia.

This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching.

ISBN: 9781137517456$q(electronic bk.)

Standard No.: 10.1057/978-1-137-51745-6doiSubjects--Topical Terms:

340114
Narrative inquiry (Research method)

LC Class. No.: H61.295 / .T44 2017

Dewey Class. No.: 001.42

Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy
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