From Experience to Relationships: Reconstructing Ourselves in Education and HealthcareJasna K. Schwind, Gail M. Lindsay IAP, 1. 4. 2008 - Počet stran: 141 The six writers in this book explore the contribution and the transferability of narrative inquiry from curriculum studies to daily life in education and in healthcare. They examine the interconnectivity of reconstructed experience with the construction of disciplinary identity and knowledge. Thinking narratively, they write auto/biographically about relationships between teachers, students, nurses, colleagues, and/or people in their care. As narrative inquirers, they are curious how research moves forward professional situations in education and healthcare. The narrative plotlines of knowledge construction, curriculum building and identity formation thread through the chapters. In education and healthcare, the reconstructed experience of a teacher is shown to be foundational to curriculum content and processes. In nursing education, we see congruence between narrative inquiry (Clandinin & Connelly, 1995, 2000; Connelly & Clandinin, 1988, 1999) as a process that includes the teacher-researcher as co-participant; and, theorists, such as Watson (1999), include the nurse in the caring situation as shapers of the experience of people in their care. As practitioner-researchers, teachers in education and healthcare construct who they are and how they are in relationship in the context of social situations. Inquiry, not certainty (Dewey, 1929), is a life stance that is formative for education. Practitioners in education and in healthcare will be interested in this book as a way to make meaning of their experience. Policymakers and administrators will be interested in this book as a way of conceptualizing teachers’ knowledge as a source of curriculum. Researchers will be interested in this book as a demonstration of how narrative inquiry illuminates ways of being that are educative and an innovative way to study curriculum. |
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Výsledky 1-5 z 19
Strana xiv
... stories to live by, just as people live storied lives. In this book we explore how narrative self-reconstruction informs who we are as individuals in a social context of education and healthcare professions. Maggisano begins with her ...
... stories to live by, just as people live storied lives. In this book we explore how narrative self-reconstruction informs who we are as individuals in a social context of education and healthcare professions. Maggisano begins with her ...
Strana xv
... live the art of nursing. Cautillo's chapter rounds out this book by sharing her teaching stories of children in ... stories of teaching. In education and healthcare we are in relationship with persons whose life experiences have brought ...
... live the art of nursing. Cautillo's chapter rounds out this book by sharing her teaching stories of children in ... stories of teaching. In education and healthcare we are in relationship with persons whose life experiences have brought ...
Strana 9
... live in it! (Personal journal entry, 2005) Narrative inquiry is very accessible to people because we all tell stories, and we retell stories that have been told to us, as well as retelling stories that we have constructed. Sometimes we ...
... live in it! (Personal journal entry, 2005) Narrative inquiry is very accessible to people because we all tell stories, and we retell stories that have been told to us, as well as retelling stories that we have constructed. Sometimes we ...
Strana 10
... life? Do they have high expectations of all children? What stories do they craft and spin through their work? (Personal journal entry, March 2007) When I read or hear another person's story of experience and we share certain aspects of the ...
... life? Do they have high expectations of all children? What stories do they craft and spin through their work? (Personal journal entry, March 2007) When I read or hear another person's story of experience and we share certain aspects of the ...
Strana 11
... stories of people from numerous education stakeholder groups. An examination of the storied lives of self provided me with a way to explore the personal values and meanings that motivate individuals to engage in life. Looking at the ...
... stories of people from numerous education stakeholder groups. An examination of the storied lives of self provided me with a way to explore the personal values and meanings that motivate individuals to engage in life. Looking at the ...
Obsah
1 | |
Who You Are as a Person is Who You Are as a Nurse | 19 |
An Inquiry into Mindful Caring | 39 |
The Spiral | 63 |
Accessing Humanness | 77 |
Teaching the Whole Child During Times of Accountability | 97 |
Epilogue | 115 |
About the Authors | 119 |
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From Experience to Relationships: Reconstructing Ourselves in Education and ... Jasna Krmpotic Schwind,Gail Margaret Lindsay Náhled není k dispozici. - 2008 |
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2008 by Information awareness caregivers caring in practice chapter Charon Clandinin & Connelly classroom clinical connections construction context create creative culture curriculum day surgery Dewey Diekelmann diversity Dwyer Kent Education and Healthcare education research environment Experience to Relationships explore feel form reserved healthcare reform holistic human identity and knowledge illness experience impact important Information Age Publishing journey landscape learning Lindsay Maggisano meaning of caring metaphor narrative inquiry narrative reflective process nurse-teachers nurse’s Nursing Administrative Quarterly nursing education Nursing Education Perspective nursing education research Nursing Outlook nursing practice nursing students nurturing one’s Ontario Ourselves in Education patient personal and professional Personal journal Publishing All rights qualitative research Reconstructing Ourselves Registered Nurses retelling rights of reproduction role Sarah Wyman Whitman Sasha Schwind shared situations social stories of experience stories to live storytelling teaching teaching-learning tell tensions theory Thinking narratively Toronto understanding writing York