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摘要
外文摘要
引文資料
題名:
Interrupting School Stories and Stories of School: Deepening Narrative Understandings of School Reform
書刊名:
教育研究與發展期刊
作者:
Clandinin,D. Jean
/
Huber,Janice
出版日期:
2005
卷期:
1:1
頁次:
頁43-61
主題關鍵詞:
學校改革
;
個人實務知識
;
故事化學校語言
;
敘事探究
;
教師認同
;
School reforms
;
Personal practical knowledges
;
Stored school languages
;
Narrative inquiry
;
Teacher identity
原始連結:
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相關次數:
被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:0
點閱:11
本文中我們以可能探究學校故事(school stories)和學校中的故事(stories of school)探討學校改革,並從兩個不同學校場域的敘事例子以再概念化來闡述學校的革新。我們了解學校故事(school stories)的中斷性為瞬時的、漸進的、並且總是不斷運行的。再者,本文探討矛盾的空間(paces of contradiction)及其矛盾在學校改革所佔的地位的相關問題。關於學校故事(school stories)和學校中故事(stories of school),文中視矛盾空間(spaces of contradiction)存在於教師與校長可能會再次想像他們的專業生活,藉由如此,時時警惕他們自我認同的改造以及他們的生活故事。
以文找文
In this paper we explore school reform in terms of possibilities for interrupting school stories and stories of school. Drawing on a narrative reconceptualization of school reform, we use two narrative accounts from two school settings, we offer an understanding of interruptions to school stories as momentary, gradual, and always in motion. Further we explore questions around spaces of contradiction and their place in school reform. We see spaces of contradiction as spaces where teachers and principals might re-imagine their professional lives and, in doing so, stay wakeful to the reforming of their identities, their stories to live by, in relation with school stories and stories of school.
以文找文
期刊論文
1.
Clandinin, D. J.、Connelly, F. M.(1996)。Teachers’ professional knowledge landscapes:Teacher stories-stories of teachers-school stories-stories of schools。Educational Researcher,25(3),24-30。
2.
Alter, G.(1993)。Empowerment through narrative: Considerations for teaching, learning and life。Thresholds,19,3-5。
3.
Fullan, M.(1994)。Change starts with the individual: Update。Association of Supervision and Curriculum and Development,36(4),2。
4.
Clandinin, D. Jean、Connelly, F. Michael(1998)。Stories to Live By: Narrative Understandings of School Reform。Curriculum Inquiry,28(2),149-164。
學位論文
1.
Steeves, P.(2000)。Crazy Quilt: Continuity, identity and a storied school landscape in transition: A teacher's and a principal’s work in progress(博士論文)。University of Alberta,Edmonton, AB。
圖書
1.
Belenky, M. F.、Clinchy, B. M.、Goldberger, N. R.、Tarule, J. M.(1986)。Women's ways of knowing: The development of self, voice, and mind。New York:Basic Books。
2.
Geertz, Clifford(1995)。After the Fact: Two Countries, Four Decades, One Anthropologist。Cambridge, Mass:Harvard University Press。
3.
Bateson, M. C.(1994)。Peripheral visions: Learning along the way。New York:Harper Collins。
4.
Connelly, F. Michael、Clandinin, D. Jean(1998)。Teachers as curriculum planners: Narratives of experience。New York, NY:Columbia University, Teachers College Press。
5.
Dewey, J.(1938)。Experience and education。New York, NY:Touchstone。
6.
Clandinin, D. Jean、Connelly, F. Michael(1995)。Teachers' professional knowledge landscapes。Teachers College Press。
7.
Connelly, F. M.、Clandinin, D. J.(1999)。Shaping a Professional Identity: Stories of Educational Practice。Teachers College, Columbia University。
8.
Trinh, Thi Minh-Ha(1989)。Woman, Native, Other: Writing Post coloniality and Feminism。Bloomington and Indianapolis:Indiana University Press。
圖書論文
1.
Anzaldua, Gloria(1990)。La conciencia de la mestiza : Towards a New Consciousness。Making Face Making Soul/Haciendo caras。San Francisco:Aunt Lute Books。
2.
Hollingsworth, S.、Socket, H.(1994)。Positioning teacher research in educational reform: An introduction。Teacher research and educational reform。Chicago:University of Chicago Press。
3.
Sorris, J.(1995)。Forward。Teachers' professional knowledge landscapes。New York:Teachers College Press。
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