:::

詳目顯示

回上一頁
題名:教師專業認同與終身學習:生命史敘說研究
作者:吳慎慎
作者(外文):Wu, Shen Shen
校院名稱:國立臺灣師範大學
系所名稱:社會教育研究所
指導教授:楊國賜
陳雪雲
學位類別:博士
出版日期:2003
主題關鍵詞:教師認同自我的演化終身學習反思性生命史敘說teacher''''s identityevolving selflifelong learningreflexivitynarrative inquiry
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(15) 博士論文(21) 專書(2) 專書論文(0)
  • 排除自我引用排除自我引用:15
  • 共同引用共同引用:0
  • 點閱點閱:91
摘要
教師專業認同是教師對自己身為教師所具有的意義的整體看法。在當代社會日益複雜化與網絡化,生命情境充滿不確定性的風險,影響所及,教師教學實踐的場域也充滿不確定性的挑戰。傳統主導教師認同的穩定參照系統不再有效,原有的知識規範和期待在多元糾葛的關係中呈現出複雜脫序的面貌。因此,教師需要發展自我反思性計畫,重組自我認同,尋找意義,重新建構自己身為教師的意義。在這樣的時空背景中,教師專業認同的研究所要關心的是,一個人想要成為怎樣的人,他所抱持的信念和承諾是什麼,他想要做一個怎樣的教師才能建立有意義的人生。教師專業認同的研究要理解的是教師在教學實踐的場域中如何終身學習,發展和建構「活出自己」的生命進程。
本研究以生命史敘說的方法,深入訪談四位小學教師,聆聽她們敘說成為教師的過程,以及她們在教學實踐的場域的故事。從故事敘說中探討教師的專業認同,瞭解教師認同的內涵,以及認同形成和改變的學習歷程。在這些敘說當中,教師描述自己是一個怎樣的老師,說出自己對教學,對學生的理念,對好(優秀)老師的評價,對自己的看法,對自己當老師的意義的敘說,對自己的教學信念,教學態度和方法的陳述,對教學實踐的外在環境,學校與教改的看法,也思考自己未來繼續擔任教職的展望和願景。….等等。教師的敘說充滿豐富的認同內涵,分析教師的敘說可以理解形成教師專業認同的來源,認同的演化發展,以及影響認同改變的因素。教師專業認同與個人的自我有密切的關係,教師認同的演化發展是終身學習的歷程。
本研究最後根據研究所得建議師資養成與教師繼續學習的相關措施必須重視教師自我與教師認同。教師自我和教師認同應該成為教育領域合法化的主題,教育改革的公共對話議題。本研究並建議以反思性終身學習的概念建立教師繼續學習的支持系統,重視教師的主體性,提供反思性學習的空間,助長教師自我的演化,建構教師的專業認同,為教師增能。
A narrative inquiry to teacher’s identity from a lifelong learning perspective
Wu, Shen Shen
Abstract
Teacher’s professional identity is the teacher’s conception of herself as a teacher. The teaching self plays an important part in the way this teacher perceives specific job situations, gives meaning to her. What happens to teachers’ professional identity in the globalizing risk society and what can a researcher learn from what is uncovered about teachers’ construct of their professional identity? To answer these questions, a narrative inquiry was conducted by making intensive interviews with four primary school teachers, listening to their life stories of being a teacher. Emphasis was put on the evolving selves and the reflexive learning processes in which identity was shaped, changed and reshaped.
At the end of the data collection, case studies of each of the four primary school teachers were constructed and analyses were performed. Abundant data collected from the narratives described teachers’ selves as a teacher, showed what sources identity came from, and interpreted the developing and evolving of professional identity in a reflexive way of lifelong learning process. The inquiry also validated the relationship between personal and professional identity. Accordingly, this research argued that issues of teaching self and professional identity be legitimated in the discourses of educational area and educational reform. And the development of teaching self and the importance of reflexivity should be more focused in supporting teachers’ lifelong learning.
中文參考書目
丁志權。(2002)。教師專業與師資培育。楊國賜主編:新世紀的教育學概論-科際整合導向,頁257-302。台北:學富。
王文科。(2000)。質的研究的問題與趨勢。中正大學教育研究所編(2000),質的研究方法,頁1-24。高雄:麗文文化。new window
王秋絨。(1997)。我國國中師資培育學程之建構。台北:師大書苑。
王秋絨等。(2000)。建立教師終身進修制度。教育部委託專案研究。
王震武,林文瑛。(1994)。升學制度與升學症候群。全國民間教育改革會議論文。1994年6月。new window
王麗雲。(2000)。自傳/傳記/生命史在教育研究上的應用。中正大學教育研究所編(2000),質的研究方法,頁265-306。高雄:麗文文化。
伍振鷟。(1995)。「師資培育法」的變革與衝擊。中華民國師範教育學會主編,教師權力與責任,頁47-53。台北:師大書苑。
羊憶蓉。(1994)。教育與國家發展-台灣經驗。台北:桂冠。new window
吳明清。(1991)。教育研究-基本觀念與方法分析。台北:五南。
吳慎慎。(2001a)。性別與教師的專業認同:女性主義的觀點。藝術評論,12期。new window
吳慎慎。(2001b)。連結與婦女學習之探討。社會教育學刊,30期,頁81-116。
吳慎慎。(2002)。全球化,自我與成人學習。中華民國成人教育學會主編,全球化與成人教育,頁123-153。台北:師大書苑。
李美華等譯。(1998)。社會科學研究方法 上/下。台北:時英。
沈姍姍。(1998)。教育改革趨向與影響因素分析-國際比較觀點。教育資料集刊:教育改革專輯,(1998),23輯,頁39-54。台北:國立教育資料館編印。new window
林芝安。(1998)。吉莉崗道德發展理論及其德育教育蘊意。台灣師範大學教育研究所碩士論文。
胡幼慧主編。(1996)。質性研究:理論、方法及本土女性研究實例。台北:巨流。
胡夢鯨。(1996)。終生教育典範的形成及其對師資培育的啟示。教育部委託中華民國成人教育學會編(1996),終生學習與教育改革,頁291-319。台北:師大書苑。
胡夢鯨。(1997)。終生教育典範的發展與實踐。台北:師大書苑。new window
侯務葵,王慧婉。(1999)。我們是一群女老師:集體認同與教育實踐的故事。應用心理學研究,第一期,1999年春,pp.99-128.new window
范信賢。(1999)。學校教師身分認同的後殖民論述。第二屈台灣教育社會學論壇論文集,頁621-633。台灣師範大學教育學系
范信賢,謝小芩。(1999)。九年一貫課程中的學生主體性。中華民國課程與教育學會主編,九年一貫課程之展望,頁126-143。台北:揚智。
夏林清。(1995)。兩個突事之間的連繫:社會關係與社會作:質化研究與專業實踐研討會。台北:輔仁大學應用心理系。
孫治本。(1999)譯,Ulrich Beck原著(1998)。全球化危機:全球化的形成、風險與機會。台北:台灣商務。
莊明貞。(1998)。教育與性別。陳奎憙主編,現代教育社會學,頁379-407。台北:師大書苑。
郭丁熒。(1998)。教師進修教育下的理論與實踐。中華民國師範教育學會主編, 教師專業成長:理想與實際。台北:師大書苑。new window
陳伯璋。(1988)。潛在課程研究。台北:五南。
陳伯璋。(1988)。教育研究方法的新取向:質的研究方法。台北:南宏。
陳伯璋。(2000)。質性研究方法的理論基礎。中正大學教育研究所編(2000),質的研究方法,頁25-50。高雄:麗文文化。
陳奎憙。(1998)。我國師資培育制度變革之分析。教育資料集刊:教育改革專輯,(1998),23輯,頁171-196。國立教育資料館編印。new window
陳美玉。(1999)。教師專業學習與發展。台北:師大書苑。
陳雪雲。(1999)。學習型社區:全球化與終身學習的新視野。社會教育學刊,28期,頁26-46。
陳雪雲。(1999)。經驗、自我與學習。社會教育學刊,29期,頁57-92。
陳麗雪。(1995)。中小學女教師的生涯面貌。財團法人導航基金會,基層教師真實教育連線,高雄縣政府婦幼青少年館主辦,中小學兩性教育與女性意識研討會論文,頁23-28。
梁福鎮。(1998)。普通教育學研究的現況與趨勢。教育學研究方法論文集,頁315-354。台北:麗文。
曾憲政。(1998)。迎接二十一世紀的挑戰--落實國民教育改革。教育資料集刊:教育改革專輯,(1998),23輯,頁341-358。台北:國立教育資料館編印。new window
湯維玲等(2000)。台灣地區中小學教師在職進修制度研究。嘉義大學主辦,各國中小學教師在職進修制度比較研究。學術研討會。
黃富順。(1996)。終生學習的意義、源起、發展與實施。教育部委託中華民國成人教育學會編(1996),終生學習與教育改革,頁1-32。台北:師大書苑。new window
黃武雄。(1996)。台灣教育的重建:面對當前教育的結構性問題。台北:遠流。
黃嘉莉。(2000)。台灣國民中小學教師在職進修政策專業典範轉移之分析。中華民國師範教育學會主編, 願景與承諾:展望新世紀的師資培育。台灣書店。
張春興。(1989)。張氏心理學辭典。台北:東華。
楊國賜。(1987)。社會教育的理念。台北:師大書苑。
楊國賜。(1993)。近年來我國教育改革之動向。大華民國比較教育學會主編,邁向二十一世紀之教育改革,頁1-24 。台北:師大書苑。
楊國賜。(2002)。新世紀教育改革的回顧與展望。楊國賜主編:新世紀的教育學概論-科際整合導向,頁577-607。台北:學富。
楊深坑。(1997)。溝通理性、生命情懷與教育過程:哈伯瑪斯的溝通理性與教育。台北:師大書苑。new window
楊深坑。(1999)。新世紀師資培育之前瞻。中國教育學會主編:跨世紀教育的回顧與前瞻。台北:揚智。頁21-46。
楊深坑。(2000)。新專業主義之建構。發表於中國教育學會、中華民國師範教育學會、中華民國比較教育學會及中國視聽教育學會舉辦「兩岸師範教育研討會」, 華中師範大學,2000年3月31日至4月3日。
楊益風。(1999)。九年一貫課程與教學革新。邁向課程新紀元。中華民國教材研究發展學會主編。頁347-367.
歐用生。(1996)。教師專業成長。台北:師大書苑。
歐用生。(1993)。邁向教師進修教育的新境界。載於「二十一世紀中小學教育新發展」,台灣省教師精神修養專輯,第二十一輯,頁72-92。台灣省教育廳編印。
薛光祖。(1980)。當前師範教育問題之研究。中華學術院編,教育學論文集,頁450-457.
蕭新煌(1989)。台灣新興社會運動的分析架構。徐正光、宋文里合編(1989)解嚴前後台灣新興社會運動,頁21-46。台北:巨流。new window
薛曉華。(1995)。台灣民間教育改革運動:國家與社會的分析。台北:前衛。new window
謝小芩。(1994)。國中健康教育教科書性別意識型態分析。兩性教育與教科書研討會發表論文。中正大學,1994年5 月19 日。
謝小芩。(1995)。教育:從父權的複製到女性的解放。劉毓秀主編:台灣婦女處境白皮書:1995年。女性學學會。
謝小芩。(1999)。教育研究中的性別論述:十年來台灣性別與教育的文獻回顧。邁向二十一世紀兩性平等教育國內學術研討會,高雄醫學院。
瞿海源。(1994)。論評台灣教育問題。全國民間教育改革會議論文,1994年6月。new window
羅青。(1989)。什麼是後現代主義。台灣:學生書局。
顧忠華。(2001)主編。第二現化-風險社會的出路?台北:巨流。
饒見維。(1996)教師專業發展-理論與實務。台北:五南。
萬家春。(1999)。九年一貫課程的過去,現在及未來。邁向課程新紀元。中華民國教材研究發展學會主編。頁34-48.
外文中譯參考書目
Babbie, Earl (1998)。社會科學研究方法(上)(下),李美華等(譯)。台北:時英。
Belenky, M. F., Clinchy, B. M., Goldberger, N. R. & Tarule, J. M. (1986)。對抗生命衝擊的女人:女性自我,聲音與心智的發展,蔡美玲(譯)。台北:遠流。
Berger, P. L. & Luckmann, T. (1966)。知識社會學:社會實體的建構,鄒理民(譯)。台北:巨流。
Castells M. (1996)。網路社會之崛起,夏鑄九等(譯)。台北:唐山。
Castells M. (1997)。認同的力量,夏鑄九,黃麗玲(譯)。台北:唐山。
Denzin, Norman K. (1989)。解釋性互動論,張君玫(譯)。台北:弘智。
Giddens, A. (1991)。現代性與自我認同,趙旭東,方文(譯)。台北:左岸。
Giddens, A. (1999)。失控的世界:全球人與知識經濟時代的省思,陳其邁(譯)。台北:時報出版。
Jarvis, P. (1987)。包魯·弗雷勒。Peter Jarvis(ed.)。二十世紀成人教育思想家,王秋絨等(譯)。台北:學富。281-298
Jarvis, P. (1992)。學習的弔詭:社會中的個人蛻變,王秋絨等(譯)。台北:學富。
Neuman, W. L. (1997)。社會科學研究法-質化與量化取向,朱柔若(譯)。台北:揚智。
Runyan, William McKinley(1982)。生命史與心理傳記學,丁興祥,張慈宜,賴誠斌(譯)。台北:遠流。
Weedon, Chris(1987)。女性主義實踐與後結構主義理論,白曉虹(譯)。台北:桂冠。
英文參考書目
Acker, S. & Feurverger, G. (1997). “Doing good and feeling bad: the work of women university teachers”. Cambridge Journal of Education, 26, 401-422.
Antikainen, A. (1998). “Between structure and subjectivity: Life-histories and lifelong learning,” International Review of Education, 44, pp215-234.
Apple, M. (1996). “Power, meaning and identity: Critical sociology of education in the US.” British Journal of Sociology of Education, 17, 125-144.
Argyris, C. & Schön, D. (1978). Organizational learning: A theory of action perspective. London: Addison Wesley.
Arnot, M. (1982). “Male hegemony, social class and women’s education.” Journal of Education, 164, 64-89.
Arnot, M. & Dillabough, J. (1999). “Feminist politics and democratic values in education.” Curriculum Inquiry, 29, 159-189.
Babbie, Earl (1998). The practice of social research,8th ed. Belmont, CA:Wadsworth Pub. Co.
Bateson, Mary Catherine (1994). Peripheral vision: Learning along the way. NY: Harper Collins Publishers.
Baxter Magolda, M.B.(1992). Knowing and reasoning in college: Gender-related patterns in students’ intellectual development. San Francisco: Jossey Bass.
Beck, Ulrich. (1986). Risk society: Toward a new modernity. Translated by Mark Ritter(1992). London: Sage Publications.
Beck, Ulrich(1994). “The reinvention of politics: Towards a theory of reflexive modernization”, in Ulrich Beck, Anthony Giddens, and Scott Lash(1994).Reflexive modernization: Politics, tradition and aesthetics in the modern social order., pp. 1-55. Cambridge: Polity Press.
Beck, Ulrich(1997) translated by Patrick Camiller(2000). What is globalization? London: Polity Press.
Beck, Ulrich(1999). World risk society. Cambridge: Polity Press.
Beck, Ulrich; Beck-Gernsheim, Elisabeth.(2002). Individualization: Institutionalized individualism and its social and political consequences. London: SAGE Publications.
Beck, Ulrich; Giddens, Anthony; and Lash, Scott (1994). Reflexive modernization: Politics, tradition and aesthetics in the modern social order. Cambridge: Polity Press.
Bee, H. L. Journey, of adulthood, 3rd ed. NJ: Prentice Hall.
Belenky, Mary Field; Clinchy, Blythe McVicker; Goldberger, Nancy Rule & Tarule, Jill Mattuck. (1986). Women’s way of knowing: The development of self, voice, and mind. New York: Basic Book.
Belenky, Mary Field & Stanton, Ann V. (2000). “Inequality, development, and connected knowing,” in Jack Mezirow & Associates (eds). Learning as transfomation: Critical perspectives on a theory in progress. pp.71-102. San Francisco: Jossey-Bass A Wiley Company.
Bem, Sandra. (1981). “Gender schema theory: A cognitive account of sex typing. Psychological Review, 88, 354-364.
Benhabib, S. (1995). “The debate over women and moral theory revisited,” in J. Meehan (ed.) Feminists Read Habermas: Gendering the subject of discourse. 181-204, New York : Rouledge.
Berger, P. L. & Luckman, T. (1966). The social construction of reality: A treatise in the sociology of knowledge. London: Penguin.
Blackmore, J. (1996). “Doing ‘emotional labour’ in the education marketplace: stories from the field of women in management”, Discourse, 17, 337-351.
Boud, D. (2000). Some competing traditions in experiential learning. In S. Weil and I. McGill (eds.). Making sense of experiential learning. Milton Keynes: Open University.
Boud, David ; Keogh, Rosemary & Walker, David (1985)(1996). “Promoting reflection in learning: A model”, in Edwards, R., Hanson, A. and P. Raggatt(eds) (1996) Boundaries of Adult Learning, 32-56. Routledge, London and New York in association with The Open University.
Bourdieu, P. (1990). The logic of practice. Cambridge: Polity Press.
Bourdieu, P. & Wacquant, L. J. D. (1991). An invitation to reflexive sociology. The University of Chicago Press.
Braaten, J. (1995). “From communicative rationality to communicative thinking: a basis for feminist theory and practice” in J. Meehan (ed.) Feminists Read Habermas: Gendering the subject of discourse. 139-162, New York : Rouledge.
Britzman, D. (1991). Practice makes practice: A critical study of learning to teach. New York: Suny Press.
Brookfield, S. (1993). “Self-directed learning, political clarity and the critical practice of adult education”, Adult Education Quarterly, 43(4),227-242.
Brookfield, Stephen D. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Brooks, Ann K. (2000). “Transformation”, in Elizabeth Hayes and Daniele Flannery with Ann K. Brooks, Elizabeth J. Tisdell, and Jane M. Hugo(2000). Women as learners: The significance of Gender in Adult Learning, pp.139-153. San Francisco: Jossey-Bass Publishers.
Brownhill, Bob. (2001).”Lifelong learning”. In Peter Jarvis(ed.). The age of learning: Education and the knowledge society, pp.69-79. London: Kogan Page Limited.
Bruner, Jerome. (1985). “Narrative and paradigmatic modes of thought”, in Learning and teaching the ways of knowing. The 84th Yearbook of National Society for the Study of Education, pp. 97-115. Chicago: University of Chicago Press,
Bruner, Jerome (1986). Actural minds, possible worlds. Cambridge: Harvard University.
Bruner, Jerome. (1990). Acts of meaning. Cambridge, Mass: Harvard University Press.
Bruner, Jerorme & Kalmar, David A.(1998). Narrative and metanarrative in the construction of self. In Michel Ferari, Robert J. Sternberg (eds.). Self-awareness: its nature and development, pp.308-331. New York: The Gilford Press.
Caffarella, R.; Olson, S. K. (1993). “Psychological development of women: A critical review of the literature.”Adult Education Quarterly(1993). 43(3), 125-151.
Carr, W. (1989). “Understanding quality in teaching,” in W. Carr(ed.) Quality in teaching: Agreements for a reflective professin, pp.1-20. London: Falmer Press.
Casey, Kathleen(1990). “Teacher as mother: Curriculum theorising in the life histories of contemporary women teachers.” Cambridge Journal of Education, 20, 301-320.
Casey, Kathleen(1993). I answer with my life. New York: Routledge.
Castells, Manuel (1996). The rise of the network society. Oxford: Blackwell.
Castells, Manuel (1997). The Information Age: Economy, society, and culture, vol. II. The power of identity. Oxford: Blackwell.
Cervero, R. M., Azzaretto, J. F. and Associates(1990) Visions for the Future of Continuing Professional Education. The University of Georgia, Department of Adult Education, College of Education, Georgia Center for Continuing Education.
Chodorow, Nancy. (1978). The reproduction of mothering. Berkely: University of California Press.
Clandinin, D. Jean &. Connelly, F. Michael. (1995). Teachers’ professional knowledge landscapes. New York:Teachers College Press.
Clandinin, D. Jean &. Connelly, F. Michael. (1996). “Teachers’ professional knowledge landscapes: Teacher Stories-stories of teachers-school stories-stories of schools.” Educational Researcher, 25(3), 24-30
Clandinin, D. Jean &. Connelly, F. Michael. (1996a). A storied Landscape as a context for teacher knowledge. In Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak(eds).,Changing research and practice; Teachers’ professionalism identities and knowledge, pp.137-148, London: Falmer Press.
Clandinin, D. Jean &. Connelly, F. Michael. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass Publishers.
Clark, Carolyn M. and Caffarella, Rosemary S. (eds). (1999). An update on adult development theory: New ways of thinking about life course. New Directions for Adult and Continuing Education. 84, Winter 1999. San Francisco: Jossey-Bass.
Clark, Carolyn M. (2001). Off the beaten path: Some creative approaches to Adult Learning. In Sharan Merriam(ed). The new update adult learning theory. New Directions for Adult and Continuing Education. 89, Winter 2001. San Francisco: Jossey-Bass.
Clark, Carolyn M. and Dirkx, John M. (2000). Moving beyond a unitary self: A reflective dialogue. In Arthur L. Wilson and Elisabeth R. Hayes(eds.), Handbook of adult and continuing education, pp.101-116, San Francisco: Jossey-Bass.
Clinchy, Blythe McVicker.(1996).”Connected and separate knowing: Toward a marriage of two minds”. In Nancy Goldberger, Jill Tarule, Blythe Clinchy and Mary Belenky(eds)(1996). Knowledge, difference, and power: Essays inspired by Women’s Ways of Knowing, 205-247. Basic Books.
Coffield, F. (ed.)(2000). Differing visions of a learning socity, vols 1 & 2. Bristol: The Policy Press.Collins M. (1991). Adult educatin as vocation: A critical role for the adult educator. New York: Routledge.
Collins M. (1998). Lifelong education as emancipatory pedagogy. In S. M. Scott, B. Spencer and A. M. Thomas(eds.) Learning for life : Canadian readings in adult education, 107-113. Toronto: Thompson Educational Publishing, Inc.
Combs, Arthur W. et al. (1965). The professional education of teachers: A humanistic approach to teacher preparation. 2nd edition. Boston:Allyn & Bacon.
Connelly, B. (1998). “Lifelong learning through the Habermasian lens: Providing a theoretical grounding to adult education practice”. In J. Holford, P. Jarvis and C. Griffin(eds.) International perspectives on lifelong learning, 92-99. London: Kogan Page.
Connelly, F. Michael & Clandinin, D. Jean (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College Press.
Connelly, F. Michael & Clandinin, D. Jean (eds.). (1999). Shaping a professional identity: Stories of educational practice. New York: Teachers College Press.
Coole, D. (1993). Women in political theory: from ancient misogyny to contemporary feminism. Hertfordshire: Hearvester Wheatsheaf.
Cooper, Karyn & Olson, Margaret R.(1996). The multiple ‘I’s’ of teacher identity. In Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak(eds).,Changing research and practice; Teachers’ professionalism identities and knowledge, pp.78-89, London: Falmer Press.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.
Darling-Hammond, L. (1999). “ Educating teachers for the next century: Rethinking practice and policy.” In G. A. Griffin(ed) The education of teachers 98th Yearbook of the National Society for the study of education, Part I, 221-256. The University of Chicago Press.
Day, Christopher (1999) Developing Teachers: The Challenges of Lifelong Learning, Falmer Press.
Day, C. ; Hadfield, M. (1996). “Metaphors for movement: accounts of professional development” In Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak(eds).,Changing research and practice; Teachers’ professionalism identities and knowledge, pp.78-89, London: Falmer Press.
Denzin, N. & Lincoln, Y. (eds.). Handbook of qualitative research. Thousand Oaks, Calif: Sage.
Dewey, J. (1916). Democracy and Education. Macmillian.
DfEE (1999). Learning to succeed: A new framework of post-16 learning. London: HMSO.
Dillabough, Jo-Anne(2000). “Degrees of freedom and deliberations of ‘self’: The gendering of identity in teaching,” in Peter Pericles Trifonas(ed). Revolutionary pedagogies: Cultural politics, instituting education and the discourse of theory. New York and London: Routledgefalmer
Dominice, P. F. (2000). Learning from our lives: Using educational biographies with adults. San Francisco: Jessey-Bass.
Dworet, Don (1996). Teachers’ identities: Overview. In Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak(eds).,Changing research and practice; Teachers’ professionalism identities and knowledge, pp.67-68, London: Falmer Press.
Edelstein, L. N. (1997). Revisiting Erikson’s views on women’s generativity, or Erikson didn’t understand midlife women. Chicago: American Psychological Association.
Edwards, R. (1997). Changing places? Flexibility, lifelong learning and learning society, London: and New York: Roultedge.
Edwards, Richard (1999).”Lifelong learning and a ‘new age’ at work.” In P. Oliver (ed). Lifelong and continuing education: What is a learning society? pp.31-46.Aldershot:Ashgate.
Edwards, Richard & Usher, Robin. (2000). Globalization and pedagogy: Space, place and identity. New York and London: Roultedge.
Edwards, Richard; Ranson, Stewart; Strain, Michael. (2002).Reflexivity: towards a theory of lifelong learning. International Journal of Lifelong Education, vol.21,no.6, 2002, pp.525-536.Eisner, E. (1997). “The new frontier in qualitative research methodology.” Qualitative Inquiry, 3(3), pp.259-273.
Eisner (1998), The kind of schools we need: Personal essays. Portsmouth: Heinemann.
Elbow, Peter. (1973). Writing without teachers. London: Oxford University Press.
Engestrom, Y. (1999).Activity theory and individual and social transformation. In Y. Engestrom, R. Miettimen and R-L Punamaki(eds.), Perspectives on Activity Theory. Cambridge: Cambridge University Press.Dillabough, Jo-Anne. (1999). “Gender politics and conceptions of the modern teacher: Women, identity and professionalism”, in British Journal of Sociology of Education, 20,(3) , 1999, 373-394.
Englund, Thomas. (1996). “Are Professional Teachers a Good Thing?” In Ivor F. Goodsson and Andy Hargreave (eds.)(1996). Teachers’ Professional Lives, 75-87. London: Falmer Press.
Eraut, M. (2000). “Non formal learning ,implicit learning and tacit knowledge in professional work.” In F. Coffield(ed.), The necessity of informal learning, pp. 231-262. Bristol: The Policy Press.
Erickson, E. H. (1959). Identity and the life cycle. New York: International University Press.
Faure, E. et al.(1972). Learning to be: The world of education, today and tomorrow. Paris, UNESCO. London: Harrup.
Feiman-Nemser, S. &. Floden, R.E. (1986). “The culture of teaching.”in M.C. Wittrock(ed.), Handbook of research on teaching, 505-526. New York: Macmillan.
Fingarette, H. (1963). The self in transformation. New York: Harper and Row.
Flannery, Daniele D. (2000). “Identity and self-esteem”, in Elizabeth Hayes and Daniele Flannery with Ann K. Brooks, Elizabeth J. Tisdell, and Jane M. Hugo(2000). Women as learners: The significance of Gender in Adult Learning. pp.53-78. San Francisco: Jossey-Bass Publishers.
Foucault, Michel (1972). The archaeology of knowledge. New York: Pantheon Books.
Franzak, Judith K.(2002) “Developing a Teacher Identity: The Impact of Critical Friends Practice on the Student Teacher.” Englsh Education, V34N4, July, 2002, pp.258-280, the National Council of Teachers of English.
Freire, Paulo. (1970). Pedagogy of the oppressed. New York: Continuum.
Freire, Paulo. (1985). The politics of education: Culture power and liberation. New York: Bergin & Garvey.
Freire, Paulo. (1994). Pedagogy of hope. New York: Continuum.
Freire, Paulo. (1993). Pedagogy of the city. New York: Continuum.
Freire, Paulo. (1995). ” The progressive teacher”. Paulo Freire at the Institute. 17-24.
Freire, Paulo. (1998a). Pedagogy of the freedom: Ethics, democracy and civic courage. New York: Continuum.
Freire, Paulo. (1998b). Teachers as cultural workers: Letters to those who dare teach. Oxford: Westview Press.
Gastaldo, Denise & de Figueiredo-Cowen, Maria. (1995). ” Paulo Freire in the nineties: Life experience and progressive education”. Paulo Freire at the Institute. 1~16.
Geertz, C. (1995). After the fact: Two countries, four decades, one anthropologist. Cambridge, Mass: Harvard University Press.
Gergen, Kenneth J.(1971).The concept of self. New York: Holt, Rinehart and Winston, Inc..
Gergen, Kenneth J. (1999). An invitation to social construction. London: SAGE Publications.
Gergen, Kenneth J.(ed,)(1993). Refiguring self and psychology. Aldershot, Hants and Brookfield: Dartmouth.
Gergen, Kenneth J. & kaye, (1993). Beyond narrative in the negotiation of therapeutic meaning. In Kenneth J. Gergen(ed.). Refiguring self and psychology. Aldershot, Hants and Brookfield: Dartmouth.
Gergen, M. & Devis, S.(eds.)(1997). Toward a new psychology of gender. New York: Rouledge.
Gewirtz, S. (1997). “Post-welfarism and the reconstruction of teachers’ work in the UK.” Journal of Educational Policy, 12, 217-223.
Giddens, Anthony. (1990). The consequences of modernity. California: Stanford University Press.
Giddens, Anthony. (1991). Modernity and self-identity: Self and society in the late modern age. California: Stanford University Press.
Giddens, Anthony. (1993). Sociology, 2nd. Ed. Part I & II. London: Blackwell Publishers.
Giddens, Anthony. (1993). “Living in a post-traditional society”, in Ulrich Beck, Anthony Giddens, and Scott Lash(1994).Reflexive modernization: Politics, tradition and aesthetics in the modern social order., pp. 56-109. Cambridge: Polity Press.
Gilligan, Carol. (1982). In a different voice: Psychological theory and women’s development. Cambridge: Harvard University Press.
Giroux, H. A.(1988a)Teachers as intellectuals: Toward a critical pedagogy of learning. New York: Bergin & Garvey.
Giroux, H. A.(1988b)Schooling and the struggle for public life: Critical pedagogy in
Giroux, H. A.(1997) Pedagogy and the politics of hope: Theory, culture, and schooling. Westview Press.
Goldberger, Nancy. (1996). “Cultural imperatives and diversity in ways of knowing”. In N. Goldberger et al.(eds.) Knowledge, difference and power, 335-371. New York: Basic Books.
Goldberger, Nancy; Tarule,Jill; Clinchy, Blythe M.; Belenky, Mary. (1996). Knowledge, difference and power. New York: Basic Books.
Goodson, Ivor F. and Hargreave, Andy (eds.) (1996). Teachers’ Professional lives. London: Falmer Press.
Goodson, Ivor F. (1998). “Storying the self: Life politics and the study of the teacher’s life and work”. In William F. Pinar (ed)(1998). Curriculum: toward new identities, 3-20. New York: Garland Publishing, Inc.
Gorard, S., Rees, G., Fevre, R., & Welland, T. (2001). “Lifelong learning trajectories: some voices of those ‘in transit’. Internal Journal of Lifelong Education, 20, 169-187.
Gore, Jennifer. (1992). “What we can do for you! What can ‘we’ do for ‘you’? : Struggling over empowerment in critical and feminist pedagogy.” In C. Luke & J. Gore (eds)(1992), Feminisms and critical pedagogy. New York: Routledge.
Gore, Jennifer. (1993). The struggle for pedagogy: Critical and feminist pedagogies as regimes of truth. London: Routledge.
Griffin, J. C. (1998). The theory and practice of learning. Kogan Page.
Habermas, Jurgen. (1987). The theory of communicative action(vol. II). Boston: Becon Press.
Hake, B. J. (1999). Lifelong learning in the late modernity: The challenge to society, organization and individuals. Adult Education Quarterly, 49(2), 79-90.
Harding, S. (1996).” Gendered ways of knowing and the ‘epistemological crisis’ of the west”. In N. Goldberger et al.(eds.) Knowledge, difference and power, 431-449. New York: Basic Books.
Hargreave, Andy and Goodson, Ivor F. (1996). “Teacher’s Professional Lives: Aspirations and Actualities”. In Ivor F. Goodsson and Andy Hargreave (eds.)(1996). Teachers’ Professional Lives, 1-27. London: Falmer Press.
Hayes, Elizabeth ; Flannery, Daniele D. with Ann K. Brooks, Elizabeth J. Tisdell & Jane. M. Hugo. (2000). Women as learners: The significance of gender in adult learning. San Francico: Jossey-Bass Publishers.
Hodkingson, P. & Bloomer, M. (2000). “Stockingham sixth form college: institutional culture and dispositions to learning”, British Journal of Sociology of Education, 21, pp.187-202.
Holt-Reneynold, D. (1991). The dialogues of teacher education: Entering and influencing preservice teachers’ internal conversations. Research Report 91-4, East Lansing, MI: National Center for Research on Teacher Learning.
Illich, I. & Verne, E. (1976). Imprisoned in the global classroom. London: Writers and Readers Publishing Co.Greene, M. (1978). Landscapes of learning. NY: Teacher College Press.
Intrator, Sam M.(ed.)(2002). Stories of the courage to teach: Honoring the teacher’s heart. San Francisco: Jossey-Bass.
Jackson, M.; Jackson, R.(2002). “A retreat program of personal and professional renewal for educators”. In Intrator, Sam M.(ed.). Stories of the courage to teach: Honoring the teacher’s heart, pp. 283-308. San Francisco: Jossey-Bass.
Jansen, Theo & van der Veen, R. (1996). ”Adult education in the light of the risk society”. In P. R. Raggatt, et al. (eds). The learning society: Challenges and Trends, 122-135. London: The Open Univ.
Jansen, Theo & Wildemeersch, D. (1998). “Beyond the myth of self acturalization: Reinventing the community perspective in adult education.” Adult Education Quarterly,(1998), 48(4), pp.216-226.
Jarvis, Peter (1992). Pradoxes of learning: On becoming an individual in society. San Francisco: Jossey-Bass.
Jarvis, Peter (1999). The practitioner researcher: Development theory from practice. San Francisco: Jossey-Bass.
Jarvis, Peter (2001). University and corporate universities: The higher learning industry in global society. London: Kogan Page Limitd.
Jordan, J. V. (1997). “A relational perspective for understanding woment’s development,” in J.V. Jordan(ed.), Women’s growth in diversity. New York: Gilford Press.
Kegan, Robert. (1982). The evolving self: Problem and process in human development . Cambridge: Harvared University Press.
Kegan, Robert. (1994). In over our heads: The mental demands of modern life. Cambridge: Harvard University Press.
Kegan, Robert. (2000). “What ‘form’ transforms? A constructive-developmental approach to transformative learning.” In Jack Mezirow et al. Learning as transformation, 35-69. San Francisco: Jossey-Bass.
Kelchtermans, Geert. (1993). “Getting the story and understanding the lives: From career stories to professional development”. Teaching and Teacher Education. 9(5/6), 443-456.
Kelchtermans, Geert. (1994). “Biographical methods in the study of teachers’ professional development.“ in I. Carlgren, G. Handal & S. Vaage(eds) Teachers’ minds and actions: Research on teachers’thinking and practice, 93-108. London :Falmer.
Kelchtermans, Geert. (1996). “Teacher vulnerability: Understanding its moral and political roots.” Cambridge Journal of Education, 26(3) 307-323.
Kelchtermans, Geert. (2000). “Telling dreams: A commentary to Newman from a European context.” International Journal of Educatonal Research. 33(2000) 209-211.
Kilgore, Deborah W..(2001). “Critical and postmodern perspectives on adult learning.” In Sharan B Merriam (ed.). The new update on adult learning theory. New Directions for Adult and Continuing Education. 89, Spring 2001. 53-61. San Francisco: Jossey-Bass.
Kincheloe, Joe L. & Sternberg, Shirley. (1993). “A tentative description of postformal thinking: The critical confrontation with cognitive theory.” Harvard Educational Review, 63(3), 296-320.
Kincheloe, Joe L. & McLaren, Peter L. (1994). “Rethinking critical theory and qualitative research.” In N. K. Denzin & Y. S. Lincoln (eds.), Handbook of qualitative research, pp. 138-157. Thousand Oaks, CA: Sage.
Kohlberg, L. (1984). The psychology of moral development. New York: HaperCollins.
Lash, Scott. (2001). “Individualization is a Non-Linear Mode”, In U. Beck & E. Beck-Gernsheim(2002). Individualization:Institutionalized individualism and its social and political consequences, vii-xiii. London: SAGE Publications.
Levinson, D. (1978). The seasons of a man’s life. New York: Knopf.
Linde, Charlotte (1993). Life stories: The creation of coherence. Oxford University Press.
Loevinger, J. (1976). Ego development. San Francisco: Jossey-Bass.
Luke, Carmen. & Gore, Jennifer. (1992). Feminisms and critical pedagogy. New York: Routledge.
Luttrell, W. (1996). “Taking care of literacy: one feminist’s critique.” Educational Policy, 10, 342-365.
Lyons, N. P. (1983). “Two perspectives: On self, relationship, and morality”. Harvard Educational Review, 53(2), 125-145.
Lyotard, Jean-Francois. (1993). The postmodern condition: A report on Knowledge. Translation from French by Geoff Bennington and Brian Massumi. Minneapolis:University of Minnesota Press.
MacIntyre, A. (1981). After Virtue: A study in moral theory. Notre Dame, Ind: University of Notre Dame Press.
Marcia, J. E. (1966). “Development and validation of ego identity status.” Journal of Personality and Social Psychology, 3(5), 551-558.
Maslow, A. (1968). Towards of a psychology of being. New York: Van Nostrand.
Mautner, Thomas (ed.)(1997). The Penguin dictionary of philosophy. London: Penguin Books.
McLaren, P.(1995). Critical pedagogy and predatory culture: Oppositional politics in a postmodern era. London: Routledge.
McLaren, P.(1997). Revolutionary multiculturalism: Pedagogy of dissent for the new millennium. Oxford: Westview Press.
McLaren, P. (1988). “Forward: Critical theory and the meaning of hope”, In H. A.Giroux (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. New York: Bergin & Garvey.
Mead, G. (1934). Mind, self and society. Chicago: University of Chicago Press.
Menkel-Meadow, Carrie. (1996). “Women’s ways of ‘knowing’ law: Feminist legal epistemology, pedagogy, and jurisprudence”. In N. Goldberger et al.(eds.) Knowledge, difference and power, 57-84. New York: Basic Books.
Merriam, Sharan B. (1991). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass.
Merriam, Sharan B.(ed.) (2001). “The update adult learning theory”. New Directions for Adult and Continuing Education. 89, Spring 2001. San Francisco: Jossey-Bass.
Merriam, Sharan B. (2001). “Something old, something new: Adult Learning Theory for the twenty-first century”. In Sharan B Merriam (ed.). The new update on adult learning theory. New Directions for Adult and Continuing Education. 89, Spring 2001. pp.93-96. San Francisco: Jossey-Bass.
Merriam, Sharan B. (2001). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.Mezirow, J. (1991). Trnsformation dimensions of adult learning. San Francisco: Jossey-Bass.
Mezirow, J. (1991a). “How critical reflection triggers transformative learning”. In J. Mezirow & Associates (eds.) Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning, pp. 1-20. San Francisco: Jossey-Bass.
Mezirow, J. (1991b). Transformative dimensions of adult learning.. San Francisco: Jossey-Bass.
Mezirow, J. (1995). “Transformation theory of adult learning”. In M. R. Welton(ed.) In defense of the lifeworld: Critical perspective on adult learning, 39-70. New York: State Univ. of New York Press.
Newman, Charlene S. (2000). “Seeds of professional development in pre-service teachers: A study of their dreams and goals”. In International Journal of Educational Research, 33 (2), 123-217.
Newman, W. L. (1997). Social research methods: Qualitative and quantitative approaches. Boston: Allyn and Bacon.
Nias, J. (1996). “Thinking about feeling: The emotions in teaching.” Cambridge Journal of Education, 26(3), 293-306.
Nichollis, G. (2000). “Professional development, teaching, and lifelong learning: The implications for higher education.” International Journal of Lifelong Education, 19(4), 370-377.
Nixon, J., Martin, J. Mckeown, P. & Ranson, S. (1997). “Towards a learning profession: changing codes of occupational practice within the new management of education.” British Journal of Sociology of Education, 18, 5-28.
Noddings, N. (1984). Caring: A feminine approach to ethnic and normal education. Berkly, CA: University of California Press.
Noddings, N. (1996). “Stories and affect in teacher education”. Cambridge Journal of Education, 26, 435-447.
Palmer, Parker J.(1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
Papalia, D. E.& Olds, S. W. (1992). Human development 5th ed. McGraw Hill, Inc.
Patton, M. Q. (1990). Qualitative Evaluation Methods, 2nd ed. CA: Sage.
Pecheux, M. (1982). Language, Semantics, and Ideology. St. Martin‘s Press and Macmillan.
Peck, T. A. (1986). “Women’s self-definition in adulthood: From a different model?”. Psychology of Women Quarterly(1986),10, 174-284.
Perry, William G. Jr. (1970). Forms of intellectual and ethical development in the college years. New York: Holt Rinehart and Winston.
Peterson, D. A. (1983). Facilitating education for older learners. San Francisco: Jossey-Bass.
Piaget, Jean (1970). The principles of genetic epistemology. Translated from the French by Wolfe Mays(1972). London: Routledge & Kegan Paul.
Pinar , W. F. (1994). Autobiography, politics and sexuality: Essays in curriculum theory 1972-1992. New York: Peter Lang.
Pinar W. F. (ed)(1998). Curriculum: toward new identities. New York: Garland Publishing, Inc.
Polanyi, M. (1958). Personal knowledge. Chicago: University of Chicago Press.
Polanyi, M. (1967). The tacit dimension. NY: Doubleday.
Polkinghorne, Donald E. (1988). Narrative knowing and human sciences. Albany: SUNY Press.
Reeves, Patricia M. (1999). “Psychological development: Becoming a person.” In M. Carolyn Clark & Rosemary S. Caffarella (eds). An update on adult development theory: New ways of thinking about life course. New Directions for Adult and Continuing Education. 84, Winter 1999, 19-28. San Francisco: Jossey-Bass Publishers.
Reynolds, Cecilia (1996). Cultural scripts for teachers: Identities and their relation to workplace landscapes. In Michael Kompf, W. Richard Bond, Don Dworet & R. Terrance Boak (eds).,Changing research and practice; Teachers’ professionalism identities and knowledge, pp.69-77, London: Falmer Press.
Robertson Susan L. (1996). “Teachers’ Work, Restructruing and Postfordism: Constructiong the New Professionalism”. In Ivor F. Goodsson and Andy Hargreave (eds.)(1996). Teachers’ professional lives, 28-55. London: Falmer Press.
Rogers, Carl. (1951). Client centered therapy. Boston: Houghton Mifflin.
Sampson, Edward E.(1989). “The deconstruction of the self”. In John Shotter and Kenneth J. Gergen(eds). Texts of identity, 1-19. London: SAGE Publications.
Schön, Donald. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schön, Donald. (1996). “From technical rationality to reflection-in-action”, in R. Edwards, A. Hanson and P. Raggatt(eds) (1996) Boundaries of Adult Learning. 8-31.Routledge, London and New York in association with The Open University
Schlossberg, N. K. (1987). “Taking the mystery out of change”. Psychology Today, 21(5), 74-75.
Schlossberg, N. K. (1989). Overwhelmed: Coping with life’s ups and downs. Lexington: MA: Lexington Books.
Schwandt, Thomas A. (2001). Dictionary of qualitative inquiry, second edition, Calif: SAGE Publications.
Smith, Louis M. (1998). “Biographical method”. In Norman K. Denzin and Yvonna S. Lincoln(eds.), Strategies of qualitative inquiry, 184-224, SAGE Publications.
Stake, Robert E. (1998).”Case studies”. In Norman K. Denzin and Yvonna S. Lincoln(eds.), Strategies of qualitative inquiry, 86-109, SAGE Publications.
Steedman, C. (1985). “’The mother made conscious’: The historical development of a primary school pedagogy.” History Workshop Journal, 20, 149-163.
Steinberg, S. R.; Kincheloe, J. L. & McLaren, P. (1998). “Series Editor’s Preface”. In Paulo Freire (1998b). Teachers as cultural workers: Letters to those who dare teach, ''xxi-xxii. Oxford: Westview Press.
Stronach, Ian; Corbin, Brian; NcNamara, Olwen; Stark, Sheila &.Warne, Tony. (2002). “Towards an uncertain politics of professionalism: teacher and nurse identities in flux”. Journal of Educational Policy, 17(1), 109-138. Taylor & Francis Ltd.
Taylor, C. (1989). Source of the self: the making of modern identity. Cambridge: Harvard University.
Taylor, Kathleen (1999). “Development a separation and connection: Finding a balance.” In M. Carolyn Clark & Rosemary S. Caffarella (eds). An update on adult development theory: New ways of thinking about life course. New Directions for Adult and Continuing Education. 84, Winter(1999), 59-66. San Francisco: Jossey-Bass Publishers.
Tennant, Mark &. Pogson, Philip. (1995). Learning and change in the adult years: A developmental perspective. San Francisco: Jossey-Bass Publishers.
Tennant, Mark. (1997). Psychology and adult learning, 2nd edition. New York: Routledge.
Tennant, Mark (1998). “Adult education as a technology of the self”. International Journal of Lifelong Education(pp.364-376), San Francisco: Jossey-Bass.
Tennant, Mark. (2000). “Adult learning for self-development and change”. In Arthur L. Wilson and Elisabeth R. Hayes(eds.), Handbook of adult and continuing education, vol. 17, no.6, 87-100. San Francisco: Jossey-Bass.
Tisdell, Elizabeth J. (1993). “Feminism and adult learning: Power, pedagogy, and praxis”. New Directions of Adult Continuing Education, no.57, Spring. Jossey-Bass Publishers.
Tisdell, Elizabeth J. (1998). “Post structural feminist pedagogies: The possibilities and limitations of feminist emancipatory adult”. Adult Education Quarterly, 48(3), 139-156.
Tisdell, Elizabeth J. (2000). “Feminist pedogogies”, in Elizabeth Hayes and Daniele Flannery with Ann K. Brooks, Elizabeth J. Tisdell, and Jane M. Hugo(2000). Women as learners: The significance of Gender in Adult Learning. 155-184. San Francisco: Jossey-Bass Publishers.
Tonningsen, Kirstin (2002). “Reclaiming identity: Sharing a teacher’s truth.” In Intrator, Sam M.(ed.). Stories of the courage to teach: Honoring the teacher’s heart, pp. 94-99. San Francisco: Jossey-Bass.
Urry, John (1998). “Contemporary transformations of time and space”. In Peter Scott (ed.), The globalization of higher education.1-17. The Society for Research into Higher Education & Open University Press.
Usher, R. (1992). “ Experience in adult education : a post-modern critique”, Journal of Philosophy of Education, 26, pp201-214.
Usher, Robin.(1999). Identity, risk and lifelong learning. In P. Oliver (ed.). Lifelong and continuing education: What is a learning society, 65-82. Sydney: Ashgate/Arena.
Usher, R. and R. Edwards. (1994). Postmodern and adult education, New York and London: Roultedge.
Usher, R., Bryant, I., and Johnson, R.(1997). Adult education and the postmodern challenge: Learning beyond the limits. New York and London: Routledge.
van Halen-Faber, Christine(1997). “Encouraging critical reflection in preservice teacher education: A narrative of personal learning journey.” In Patricia Cranton (ed.). Transformative learning in action; Insights from practice, pp. 51-60. San Francisco: Jossey-Bass Publishers.
Weber, Sandra and Mitchell, Claudia. (1996). “Using Drawings to Interrogate Professional Identity and the Popular Culture of Teaching.” In Ivor F. Goodsson and Andy Hargreave (eds.)(1996). Teachers’ Professional Lives, 109-126. London: Falmer Press.
Weir, Allison. (1995). “Toward a model of self-identity: Habermas and Kristeva.” In Johanna Meehan (ed)(1995). Feminists read Habermas: Gendering the subject of discourse. New York and London: Routledge.
Weir, Allison. (1997). Sacrificial logics:feminist theory and the crutique of identity. New York: Routledge.
White, Michael & Epston, David. (1990). Narrative means to therapeutic ends. South Australia: Dulwich Publications.
Whitherell, Carol & Noddings, Nel (eds.). Stories lives tell: Narrative and dialogue in education. New York: Teacher College, Columbia University.
Wilson, Arthur L. &. Hayes, Elizabeth R. (2000). “On thought and action in adult and continuing education”. In Arthur L. Wilson and Elisabeth R. Hayes(eds.), Handbook of adult and continuing education. 15-32, San Francisco: Jossey-Bass.
Zeichner, K. M. (1983). “Alternative paradigms of teacher education.” Journal of Teacher Education, 34(3), 3-9.
The Courage to Teach Program(2003). The Center for Teacher Formation.取自www.teacherformation.org
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE