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首页> 外文学位 >Reading outside the classroom for the life inside: An exploration of teacher images concerning teacher reading and teachers' professional reading experiences.
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Reading outside the classroom for the life inside: An exploration of teacher images concerning teacher reading and teachers' professional reading experiences.

机译：课堂外阅读，体验内部生活：探索有关教师阅读和教师专业阅读经历的教师形象。

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摘要

This study explored teachers' personal practical knowledge concerning the reading that teachers do outside of the classroom for their curriculum-making inside. Two elementary teachers and one school librarian were the participants. Their stories of professional reading experiences that were collected told of the reading that was being done in relation to the social contexts that existed for each within their school environments.;Using Craig's (1997) "telling stories" approach to narrative inquiry and the interpretive strategies of Connelly and Clandinin's (1990) techniques of broadening, burrowing, and restorying, two sets of stories were created for each participant. Also, Clandinin and Connelly's (1996) method of writing teacher stories and stories of teachers was followed where the context of teachers' professional reading was made evident in the story of teacher by placing the teacher's story on the professional knowledge landscape.;Concluding the teacher story and the story of teacher for each participant, a section for contextualizing the set of stories followed. By bringing the two stories together in context, the researcher was able to discuss whether each participant encountered sacred stories (Craig, 2003; Crites, 1971, 1979; Olson & Craig, 2005) and elected to tell of cover stories (Clandinin & Connelly, 1996; Craig, 2003; Crites, 1979) on her professional knowledge landscape concerning her professional reading.;Finally, to further learn about teachers' professional reading the recognition of the need to become a part of a knowledge community (Olson & Craig, 2001) with teachers who discuss their reading is considered. Additional research questions were contemplated that would fill in the gap in certain areas that this study did not address.;A narrative inquiry framework developed by Clandinin and Connelly (2000) following Dewey's work (1938) was used. It consisted of the interaction of the personal and the social, continuity, and notion of place. Interviews were conducted concerning job-related reading. Through stories of experience (Connelly & Clandinin, 1990), images that participants held of themselves as readers on the professional knowledge landscape (Clandinin & Connelly, 1995) concerning the reading that they did to inform their curriculum-making in the classroom with their students in that time and that place were revealed.
机译：这项研究探讨了教师个人知识，涉及教师在课堂外为自己的课程设计所做的阅读。参加者有两名小学教师和一名学校图书馆员。他们收集的有关专业阅读经历的故事讲述了正在进行的阅读工作，这些阅读是与学校环境中每个人所处的社会环境有关的。；使用Craig（1997）的“叙事故事”方法进行叙述性探究和解释策略根据Connelly和Clandinin（1990）的拓宽，挖掘和还原技术，为每个参与者创建了两组故事。同样，遵循了Clandinin和Connelly（1996）的写教师故事和教师故事的方法，通过将教师的故事置于专业知识领域，使教师的故事中明显体现了教师的专业阅读背景。每个参与者的故事和老师的故事，接着是将故事集背景化的部分。通过将这两个故事放在一起进行研究，研究人员能够讨论每个参与者是否遇到了神圣的故事（Craig，2003； Crites，1971，1979； Olson＆Craig，2005），并选择讲述掩盖故事（Clandinin和Connelly， 1996年； Craig，2003年； Crites，1979年），探讨了有关她的专业阅读的专业知识。最后，进一步了解教师的专业阅读，认识到有必要成为知识社区的一部分（Olson＆Craig，2001年）。 ）与讨论阅读内容的老师一起考虑。还考虑了其​​他研究问题，这些问题将填补本研究未解决的某些领域的空白。；使用了由Clandinin和Connelly（2000）在杜威（1938）的工作之后开发的叙事探究框架。它由人与社会的相互作用，连续性和位置概念组成。就工作相关的阅读进行了访谈。通过经历的故事（Connelly＆Clandinin，1990），参与者将自己作为专业知识领域的读者所持有的图像（Clandinin＆Connelly，1995），涉及他们为与学生一起在课堂上进行课程制定提供的信息在那个时候那个地方被揭露了。

著录项

  • 作者

    Weimar, Holly A.;

  • 作者单位

    University of Houston.;

  • 授予单位 University of Houston.;
  • 学科 Education Teacher Training.;Education Reading.;Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 203 p.
  • 总页数 203
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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