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 na�ve storying, psychological [de/re]construction, psychotherapeutic ethics, narrative craft, hermeneutics, curriculum pedagogy, and poetics of the relational teaching self.Books on Demand GmbH, �berseering 33, 22297 Hamburg 228 pp. Englisch. N� de ref. del art�culo 9780820481500

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T�tulo: A Curriculum of Difficulty

Editorial: Peter Lang, Peter Lang Apr 2006

A�o de publicaci�n: 2006

Encuadernaci�n: Taschenbuch

Condici�n: Neu

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Sinopsis:

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 na�ve storying, psychological [de/re]construction, psychotherapeutic ethics, narrative craft, hermeneutics, curriculum pedagogy, and poetics of the relational teaching self.

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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.

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