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图书馆 | 资料类型 | 排架号 | 子计数 | 书架位置 | 状态 | 图书预约 |
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正在检索... Science | Book | LB1775 .C598 1995 | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
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摘要
摘要
In this groundbreaking work, the authors and their contributors offer a deep, probing look at the multilayered professional lives of teachers, where moral, historical, personal, epistemological worlds merge. Using the language of metaphor, the authors explore the realm of teachers' knowledge, and how it applies to their lives. Each part of the book focuses on a different aspect or "landscape." Personal stories contributed by real teachers, both beginning and experienced, are interwoven with stories of teacher development, growth, and even failure. This book is essential reading for all teachers, teacher educators, principals, superintendents, staff developers, and those who work in teacher research, professional development, and the philosophy of education.
摘要
In this groundbreaking work, the authors and their contributors offer a deep, probing look at the multilayered professional lives of teachers, where moral, historical, personal, epistemological worlds merge. Using the language of metaphor, the authors explore the realm of teachers' knowledge, and how it applies to their lives. Each part of the book focuses on a different aspect or "landscape." Personal stories contributed by real teachers, both beginning and experienced, are interwoven with stories of teacher development, growth, and even failure. This book is essential reading for all teachers, teacher educators, principals, superintendents, staff developers, and those who work in teacher research, professional development, and the philosophy of education.
评论 (2)
Choice 评论
Clandinin and Connelly, prolific collaborators in the study of teacher narratives (Teachers as Curriculum Planners: Narratives of Experience, 1988), in this book construct a conceptual framework and special language and use the metaphor of a "professional knowledge landscape" to focus on the intersection of theory and practice in teachers' lives. This landscape creates epistemological and moral dilemmas that can be understood as stories that are "sacred" (the supremacy of theory over practice), "secret" (unobserved, inside the classroom), and "cover" (portraits of certainty and expertise). The authors are joined by seven faculty, graduate students, and public school teachers who write about "crossing boundaries," shifting landscapes in teaching and teacher education, beginning teachers and professional development, and "safe places" on the professional knowledge landscape. Clandinin and Connelly synthesize the discussions and, in a last chapter, identify desires, tensions, and possibilities in the landscapes. The analysis is complex but worth attention. Graduate; faculty; professional. R. R. Sherman University of Florida
Choice 评论
Clandinin and Connelly, prolific collaborators in the study of teacher narratives (Teachers as Curriculum Planners: Narratives of Experience, 1988), in this book construct a conceptual framework and special language and use the metaphor of a "professional knowledge landscape" to focus on the intersection of theory and practice in teachers' lives. This landscape creates epistemological and moral dilemmas that can be understood as stories that are "sacred" (the supremacy of theory over practice), "secret" (unobserved, inside the classroom), and "cover" (portraits of certainty and expertise). The authors are joined by seven faculty, graduate students, and public school teachers who write about "crossing boundaries," shifting landscapes in teaching and teacher education, beginning teachers and professional development, and "safe places" on the professional knowledge landscape. Clandinin and Connelly synthesize the discussions and, in a last chapter, identify desires, tensions, and possibilities in the landscapes. The analysis is complex but worth attention. Graduate; faculty; professional. R. R. Sherman University of Florida