Narrative Inquiry in Practice Advancing the Knowledge of Teaching
Narrative Inquiry in Practice Advancing the Knowledge of Teaching by Nona Lyons, published by Teachers College Press on September 6, 2002, is a comprehensive exploration of narrative as a method of inquiry in educational contexts. This 214-page book presents a collection of exemplars that highlight both the strengths and limitations of narrative approaches, drawing on the experiences of teachers and teacher educators who have engaged in researching their own teaching practices.
Readers will find a conceptual framework for understanding narrative as a mode of inquiry, along with practical narrative practices that can be implemented in various educational settings. The book provides detailed descriptions of exemplars, discussing the contexts in which they were developed and evaluating their effectiveness. It also delves into the role of narrative in investigating and documenting teaching practices, contributing to ongoing discussions about action research and the evolving epistemology of teaching.
Official synopsis Publisher
This unique collection of exemplars demonstrates narrative as a powerful means of inquiry while also exploring its limitations. Drawing on the experiences of teachers and teacher educators in a variety of settings who have been researching their own teaching, this book: outlines a conceptual framework for considering narrative as a mode of inquiry, including narrative practices that teachers and researchers can try in their own settings; provides detailed descriptions of exemplars revealing the contexts in which they were developed, an assessment of how they work, and why they may or may not be problematic; uncovers how narrative as a mode of inquiry provides a method for investigating, documenting, and representing a scholarship of teaching; and advances the on-going debates about the role of teachers in inquiring into their own practice, engaging in action research, and building a new epistemology of practice.
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