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 ix
... theory as a complicated conversation. I used to use a New York Review of Books cartoon in my classes to illustrate the point. A young woman is shown alone in her apartment on a Saturday night reading a classic romance novel. The phone ...
... theory as a complicated conversation. I used to use a New York Review of Books cartoon in my classes to illustrate the point. A young woman is shown alone in her apartment on a Saturday night reading a classic romance novel. The phone ...
Strana xi
... Theory and theorizing in curriculum studies. In E. Forsberg (Ed.), Curriculum theory revisited (pp. 1-19). Uppsala, Sweden: Uppsala University, Studies in Educational Policy and Educational Philosophy, Research Reports 7. INTRODUCTION ...
... Theory and theorizing in curriculum studies. In E. Forsberg (Ed.), Curriculum theory revisited (pp. 1-19). Uppsala, Sweden: Uppsala University, Studies in Educational Policy and Educational Philosophy, Research Reports 7. INTRODUCTION ...
Strana xiv
... theory-practice dialectic of a nurse-teacher's praxis and nursing curriculum. She wrestles with the realities of her environment where the culture of efficiency is the measure of success. In relationship with students, Chan illustrates ...
... theory-practice dialectic of a nurse-teacher's praxis and nursing curriculum. She wrestles with the realities of her environment where the culture of efficiency is the measure of success. In relationship with students, Chan illustrates ...
Strana xvi
... theory. Notre Dame, IN: University of Notre Dame Press. Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany, NY: SUNY Press. CHAPTER 1 CRAFTING AN IDENTITY Toward an Understanding of the xvi INTRODUCTION.
... theory. Notre Dame, IN: University of Notre Dame Press. Polkinghorne, D. (1988). Narrative knowing and the human sciences. Albany, NY: SUNY Press. CHAPTER 1 CRAFTING AN IDENTITY Toward an Understanding of the xvi INTRODUCTION.
Strana 5
... theories and methods I studied at OISE/UT and the situations faced by teachers in the schools. On each occasion I arrived at the high school at least ten minutes early. This gave me the opportunity to “roam the halls” and get a quick ...
... theories and methods I studied at OISE/UT and the situations faced by teachers in the schools. On each occasion I arrived at the high school at least ten minutes early. This gave me the opportunity to “roam the halls” and get a quick ...
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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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