Narrative Inquiries Into Being and Becoming Educators
Emerald Publishing Limited (Verlag)
978-1-80592-622-1 (ISBN)
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Teacher education is inextricably linked to teachers’ lives, and narrative inquiry studies lives in motion. Therefore, each of these chapters employs narrative inquiry as the research method or a way of thinking to explore how educators’ unique teaching experience and perspective impacted the educational landscape. The book looks at the art and science of “becoming” a teacher, not just from the temporal perspective of pre-service education, but from a holistic view of becoming throughout the storied life of a teacher. The contributors to this book understand that narrative inquiry is a rich and complex method that allows them to explore the meanings that participants derived from their experiences, and to catch the voices that may have otherwise remained silent.
This book acts as a compass for navigating the seas of narrative inquiry approaches and makes important knowledge contributions to the local, national, and international research base on teaching and teacher education.
Cheryl J. Craig is a professor and Endowed Chair of Urban Education at Texas A&M University, USA. Michele Norton Silk received her PhD in Curriculum and Instruction from Texas A&M University, USA. She currently consults on team learning, design thinking, and thriving. Salma Ali has been in education for over 10 years and received her PhD in Curriculum and Instruction from Texas A&M University, USA.
Chapter 1. The Liminal Space of Self-Study in Narrative Inquiry; Chelsea Cole
Chapter 2. The Accidental Mentor; Erin A. Singer
Chapter 3. The Unfolding Transdisciplinary Intersection between Narrative, Experience, and Design-Based Education; Michele Norton Silk and Jonathan Silk
Chapter 4. Tiger Teachers: A Parallel Reflection on the Impact of Khan Academy on 21st Century Education; Salma Ali and Chestin Auzenne-Curl
Chapter 5. The Chicago Connection; Dewey, Addams, Schwab,and Jackson, Cheryl J. Craig, Michaelann Kelley and Gayle Curtis
Chapter 6. Is Maria Montessori’s Philosophy Still Relevant for the 21st Century?; Nazneen Hyder Askari
Chapter 7. Stories of Living and Stories of Leaving: A Latinx Autobiographical Narrative Inquiry; Miguel Burgess Monroy
Chapter 8. History of Project-Based Learning: Benefits and Obstacles with Pre-Service Teachers; Karen McIntush and Erin A. Singer
Chapter 9. One from Eleven Equals Ten, or Does It? A Mathematics Teacher’s Reading Journey; Kimberly Ann Currens
Chapter 10. Becoming Unbecoming: Toward a Gay Voice and a Queer Educator Praxis Through a Gay Educator’s K-12 Reflections; Peter Scaramuzzo
Chapter 11. The Cotyledon State of Teacher Identity: A narrative of One Pre-Service Teacher of Color; Matthew J. Etchells
Chapter 12. The Narratives of Teacher Educators’ Personal Practical Knowledge of Technology Integration; Salma Ali
Chapter 13. ‘Play your Part’: Driving Through Time Acknowledging the Importance of Black Music Educators; Kevin L. Jones
Chapter 14. A Historical Review of Social Studies Education: The Push for Nationalism to the Era of Standardization and Accountability; Karen E. Graham McIntush
| Erscheint lt. Verlag | 16.2.2026 |
|---|---|
| Reihe/Serie | Studies in the History of Education |
| Verlagsort | Bingley |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-80592-622-5 / 1805926225 |
| ISBN-13 | 978-1-80592-622-1 / 9781805926221 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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