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The narrative achievement of teachin...

Pasters, William Craig.

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The narrative achievement of teaching practice: A phenomenological case study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The narrative achievement of teaching practice: A phenomenological case study./
作者:	Pasters, William Craig.
面頁冊數:	588 p.
附註:	Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3439.
Contained By:	Dissertation Abstracts International56-09A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9544662

The narrative achievement of teaching practice: A phenomenological case study.
Pasters, William Craig.

The narrative achievement of teaching practice: A phenomenological case study. - 588 p.

Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3439.

Thesis (Ph.D.)--The Ohio State University, 1995.

The purpose of this research is to wonder and then attempt to answer what might be learned, in a hermeneutic phenomenological sense, about the nature of and essence of the achievement of a teaching practice as it is told through personal experience stories by elementary school teachers as reflection on and understanding of the role of the practical knowledge and thinking in the growth and maturation of their teaching practice.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The narrative achievement of teaching practice: A phenomenological case study.
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500 $a Source: Dissertation Abstracts International, Volume: 56-09, Section: A, page: 3439.
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502 $a Thesis (Ph.D.)--The Ohio State University, 1995.
520 $a The purpose of this research is to wonder and then attempt to answer what might be learned, in a hermeneutic phenomenological sense, about the nature of and essence of the achievement of a teaching practice as it is told through personal experience stories by elementary school teachers as reflection on and understanding of the role of the practical knowledge and thinking in the growth and maturation of their teaching practice.
520 $a The dissertation examines teacher practical knowledge and teacher thinking as it is presented in personal experience stories. The question held open for examination is how teachers come to know and achieve a storyable and tellable best account of the events of teaching practice. The study attempts to examine the practical but often tacit and private knowledge teachers hold about their practice. The authenticity of teacher practical knowledge is in the grounding and revelation in the narrative achievement of such a practice as it is lived through, deliberated about, interpreted and reflected upon in story.
520 $a Teachers interpret the stories they tell though the use of themes as deep currents of personal meaning and understanding embedded in their personal histories and cultural traditions of the lived experience. Teachers find their way within their practices and grow and mature and become wise in the interpretations of their lives because they are able to stitch-together the context of their lived experience as teachers with their personal beliefs, values and traditions by which they make interpretative sense of the very context of which they speak. Personal experience stories as narratives of teaching practice matter in making connections of the outside (objective) world, with the inside (subjective) experiences of it.
520 $a Teachers know what they know based on the events of their lives as shared in story. These stories are stories of connections between the personal and the professional, between topical narratives and deeper themes swirling and folding one upon the other within a linguistic flow of reasoned action taken in the world which cannot be made sense of by disengaging theme from topic, life from story. The lived experience and the stories told about it are connected and engaged, both inside and outside.
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