From Experience to Relationships: Reconstructing Ourselves in Education and HealthcareJasna Krmpotic Schwind, Gail Margaret Lindsay IAP, Information Age Pub., 2008 - Počet stran: 120 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 82
... creative writing , and drawing , I wrote interpretative response letters and reflections to all three coparticipants . The " multiple I's " of narrative inquiry allowed me to write a letter from my researcher - self to my patient- self ...
... creative writing , and drawing , I wrote interpretative response letters and reflections to all three coparticipants . The " multiple I's " of narrative inquiry allowed me to write a letter from my researcher - self to my patient- self ...
Strana 89
... creative writing and drawing . This research process , which drew on my earlier experience of illness , moved my learning forward allowing me to impart my newly gained wisdoms onto my nursing students in order to increase their ...
... creative writing and drawing . This research process , which drew on my earlier experience of illness , moved my learning forward allowing me to impart my newly gained wisdoms onto my nursing students in order to increase their ...
Strana 111
... creative manner . It had made a difference in their learning by providing meaningful curriculum that was rich in connections . This is the essence of holistic programming . It is a program of connections . It was through this form of ...
... creative manner . It had made a difference in their learning by providing meaningful curriculum that was rich in connections . This is the essence of holistic programming . It is a program of connections . It was through this form of ...
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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 healthcare system holistic human identity and knowledge illness experience impact Information Age Publishing journey landscape learning Lindsay Maggisano meaning of caring metaphor narrative inquiry narrative reflective process narrative self-expression nurse-teachers Nursing Administrative Quarterly nursing education nursing education research Nursing Outlook nursing practice nursing students nurturing Ontario Ourselves in Education patient personal and professional Personal journal Publishing All rights qualitative research Reconstructing Ourselves Registered Nurses retelling rights of reproduction role Ryerson University Sarah Wyman Whitman Sasha Schwab Schwind shared situations social stories of experience storytelling teaching teaching-learning tell tensions theory Thinking narratively Toronto understanding writing York