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Fictionalized autobiography as curri...

Hilton, Peter Brown.

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Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator./
作者:	Hilton, Peter Brown.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
面頁冊數:	296 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4090.
Contained By:	Dissertation Abstracts International65-11A.
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3154452
ISBN:	9780496148912

Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator.
Hilton, Peter Brown.

Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 296 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4090.

Thesis (Ph.D.)--University of Illinois at Chicago, 2004.

The central purpose of this dissertation is to portray experiences that shape a teacher educator, a fictionalized version of myself. The scholarship is derived from the following complementary research traditions: autobiographical inquiry (Pinar and Grumet, 1976, Pinar, 1994, Grumet, 1988, and Graham, 1992); arts-based inquiry (Eisner, 1991, Barone, 2000, Barone and Eisner, 1997, and Willis and Schubert, 2000): story and narrative inquiry (Coles, 1989, Connelly and Clandinin, 1991, Carter, 1993, Witherell and Noddings, 1991, and Bruner 2002); teacher lore (Schubert and Ayers, 1992, Schwartz and Albert, 1998); and fictionalized inquiry (Kilbourne, 1999, Banks and Banks, 1998, and Ketelle, 2004). Fictionalized autobiography enables life-derived situations and relationships to be sketched, interpreted, and analyzed without endangering actual individuals, since persons and places have been recreated through alterations that significantly do not change the purport of illustrating the complicated nature of the protagonist's journey of learning or curriculum.

ISBN: 9780496148912Subjects--Topical Terms:

684418
Curriculum development.

Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator.
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500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4090.
500 $a Chair: William H. Schubert.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2004.
520 $a The central purpose of this dissertation is to portray experiences that shape a teacher educator, a fictionalized version of myself. The scholarship is derived from the following complementary research traditions: autobiographical inquiry (Pinar and Grumet, 1976, Pinar, 1994, Grumet, 1988, and Graham, 1992); arts-based inquiry (Eisner, 1991, Barone, 2000, Barone and Eisner, 1997, and Willis and Schubert, 2000): story and narrative inquiry (Coles, 1989, Connelly and Clandinin, 1991, Carter, 1993, Witherell and Noddings, 1991, and Bruner 2002); teacher lore (Schubert and Ayers, 1992, Schwartz and Albert, 1998); and fictionalized inquiry (Kilbourne, 1999, Banks and Banks, 1998, and Ketelle, 2004). Fictionalized autobiography enables life-derived situations and relationships to be sketched, interpreted, and analyzed without endangering actual individuals, since persons and places have been recreated through alterations that significantly do not change the purport of illustrating the complicated nature of the protagonist's journey of learning or curriculum.
520 $a After eclectically explicating the above method of inquiry in the introduction, the next ten chapters portray the complex interplay of relationships that contribute to a teacher educator's perspective. Drawn from the way John Steinbeck organized his novel, The Grapes of Wrath, each chapter's Story section is followed by what literary critics refer to as an intercalary section (entitled Musings in the dissertations), which interprets the impact of experience rendered by the story relative to its role in shaping the teacher educator. The ten substantive chapters explicate relationships in consecutive settings that have been the experiential curriculum of this teacher educator's sensibilities and practice.
520 $a In the Musings sections of each chapter, sometimes embedded implicitly and explicitly in the Story section itself, and especially in the Chapter Twelve (Conclusions), the stories support an argument that to understand a teacher educator, his or her life journey must be taken into consideration. Much of who a teacher becomes is shaped by a multiplicity of diverse experiences that at first glance seem irrelevant to education. Therefore, it is suggested that more research is needed to better understand the way in which the education of teachers can productively build upon in-depth life experiences.
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