A Curriculum of Difficulty

Leah C. Fowler

ISBN 10: 0820481505 / ISBN 13: 9780820481500

Edité par Peter Lang, Peter Lang Apr 2006, 2006

A propos de cet article

Neuware -Describing a new narrative research approach, this book focuses on difficulty in teaching practices, particularly at the site of the professional teaching self. A thoughtful approach to narrative research is foundationally constructed through the use of thirteen original stories. Leah C. Fowler writes theoretically, narratively, and autobiographically to illustrate her narrative method of working. Her theory, along with internarrative exemplars, addresses a need for deeper inquiry into narrative research. The seven orbitals of scholarly narrative analysis include naïve storying, psychological [de/re]construction, psychotherapeutic ethics, narrative craft, hermeneutics, curriculum pedagogy, and poetics of the relational teaching self.Books on Demand GmbH, Überseering 33, 22297 Hamburg 228 pp. Englisch.

N° de réf. du vendeur 9780820481500

Détails bibliographiques

• Titre: A Curriculum of Difficulty
• Éditeur: Peter Lang, Peter Lang Apr 2006
• Date de parution: 2006
• Langue: anglais
• ISBN à 10 chiffres: 0820481505
• ISBN à 13 chiffres: 9780820481500
• Reliure: Taschenbuch
• État de l'article: Neu

A propos de ce titre

Synopsis

Describing a new narrative research approach, this book focuses on difficulty in teaching practices, particularly at the site of the professional teaching self. A thoughtful approach to narrative research is foundationally constructed through the use of thirteen original stories. Leah C. Fowler writes theoretically, narratively, and autobiographically to illustrate her narrative method of working. Her theory, along with internarrative exemplars, addresses a need for deeper inquiry into narrative research. The seven orbitals of scholarly narrative analysis include naïve storying, psychological [de/re]construction, psychotherapeutic ethics, narrative craft, hermeneutics, curriculum pedagogy, and poetics of the relational teaching self.

À propos de l?auteur

The Author : Leah C. Fowler is Associate Professor of Education at the University of Lethbridge, Alberta. She received her Ph.D. in curriculum studies from the University of Victoria, British Columbia. Curriculum studies, interpretive inquiry, and narrative analysis shape her work with teaching difficulty, especially for experienced practitioners. Her abiding interests in teacher education, teacher identity, and professional development are key influences on her research. She is currently working on her second book The T'Ching : Mindfulness in Teaching amid Difficulty and Change.