| Автор | Webb, Kathie M. |
| Дата выпуска | 1996 |
| dc.description | AbstractThis paper concerns recognition of the authority of teachers’ personal practical knowledge. An Australian teacher reports on her three‐and‐a‐half‐year collaborative study with a Canadian junior high school teacher. The research follows a line of research on teacher knowledge (Elbaz, 1983; Clandinin, 1986; Connelly & Clandinin, 1988; Clandinin & Connelly, 1995) informed by Dewey's (1938) philosophy of education based on experience. Narrative inquiry (Connelly & Clandinin, 1990) is the methodology guiding the study. A summary of five papers on teacher knowledge emerging from the study is presented. These papers show how the research knowledge is constructed as the researcher and collaborating teacher examine their narratives of experience as a means to articulating their understandings of curriculum and teacher knowledge. This dissertation research argues for recognition of teachers’ personal practical knowledge as knowledge and for recognition of collaborative research as educative for teachers. The implications of this research concern teachers authoring their development and the ways in which teachers’ knowledge is systemically denied. |
| Формат | application.pdf |
| Издатель | Taylor & Francis Group |
| Копирайт | Copyright Taylor and Francis Group, LLC |
| Название | I Have Left my Classroom. Why? Systemic denial of teachers’ knowledge |
| Тип | research-article |
| DOI | 10.1080/1354060960020208 |
| Electronic ISSN | 1470-1278 |
| Print ISSN | 1354-0602 |
| Журнал | Teachers and Teaching |
| Том | 2 |
| Первая страница | 299 |
| Последняя страница | 313 |
| Аффилиация | Webb, Kathie M.; Centre for Research for Teacher Education & Development & Department of Educational Policy Studies, University of Alberta |
| Выпуск | 2 |
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