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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Strana x
... tension throughout the book is the tension between the technical and the interpersonal. It is a tension between thinking of teaching and of professional activity as a technical activity with technical qualities, and thinking of it in ...
... tension throughout the book is the tension between the technical and the interpersonal. It is a tension between thinking of teaching and of professional activity as a technical activity with technical qualities, and thinking of it in ...
Strana xi
... tensions between these broad trends to technology and to postmodern qualitative thought. These tensions are seen up-front in this book, without pretence, in straightforward everyday, practical professional encounters. It is one thing to ...
... tensions between these broad trends to technology and to postmodern qualitative thought. These tensions are seen up-front in this book, without pretence, in straightforward everyday, practical professional encounters. It is one thing to ...
Strana 6
... tensions, in their life, around societal issues, for example: violence, homophobia, and so on, I would invite them to think of a pivotal educational moment filled with tension. I wanted teacher candidates to question their way of doing ...
... tensions, in their life, around societal issues, for example: violence, homophobia, and so on, I would invite them to think of a pivotal educational moment filled with tension. I wanted teacher candidates to question their way of doing ...
Strana 7
... tension in their lives—I reminded them that they should write whatever they were comfortable talking about and that anything that was discussed would be kept confidential. They were asked not to question why they had chosen any ...
... tension in their lives—I reminded them that they should write whatever they were comfortable talking about and that anything that was discussed would be kept confidential. They were asked not to question why they had chosen any ...
Strana 12
... Tensions could not be ignored and so I learned that it was important to enter “a state of necessary in-betweenness” (Heilbrun, 1988, p. 98) The vicarious nature of story helps teachers make education personally significant. This stance ...
... Tensions could not be ignored and so I learned that it was important to enter “a state of necessary in-betweenness” (Heilbrun, 1988, p. 98) The vicarious nature of story helps teachers make education personally significant. This stance ...
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