Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy
著者
書誌事項
Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy
Palgrave Macmillan, c2017
- タイトル別名
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Theorizing curriculum studies, teacher education, & research through duoethnographic pedagogy
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching.
目次
Chapter 1. The Efficacy of Duoethnography in Teaching and Learning: A Return to its Roots Chapter 2. Teaching through Duoethnography in Teacher Education and Graduate Curriculum Theory CoursesChapter 3. Right and Wrong (and Good Enough): A Duoethnography within a Graduate Curriculum Studies Course Chapter 4. Dialogic Life History in Preservice Teacher Education Chapter 5. Duoethnography as a Pedagogical Tool that Encourages Deep ReflectionChapter 6. Exploring Duoethnography in Graduate Research CoursesChapter 7. Community, identity, and graduate education: Using duoethnography as a mechanism for forging connections in academia
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