Suspense and Obscurity
Fitness and Nutrition
by . ichael Connelly(Author), D. Jean Clandinin(Author), Kathleen Cushman(Foreword) & 0 more.
by . This book extends Connelly and Clandinin's groundbreaking work on "personal practical knowledge" as the way through which teachers hone their craft- Teachers' Professional Knowledge Landscapes (1995). The volume includes richly textured stories of professional lives in teacher, administrative, and curriculum-making settings.
This book extends Connelly and Clandinin's groundbreaking.
Michael F. Connelly & D. Jean Clandinin. London, O N : Althouse Press, 1999,184 pages. T h e k n o t in this case is the relationship among teacher identity, knowledge, and context. H o w e v e r, the unfurling does not take place as a reader might expect.
Connelly, F. & Clandinin, D. J. (1999). Towards a theory of doctoral student professional identity development: a developmental networks approach. The Journal of Higher Education, 80(1), 2–30. Cytynbaum, . & Crites, J. O. (1982). The utility of adult development theory in understanding career adjustment process. In M. Arthur, D. Hall, & B. Lawrence (Ed., Handbook of career theory (pp. 66–88). Cambridge: Cambridge University Press. Tierney, W. & Rhoads, R. A. (1993).
F. Michael Connelly, D. DOCUMENT RESUME SE 008 790 Connelly, F. Michael The Role of Principles of Enquiry in the Conduct of Enquiry and in Curriculum Development. This volume extends the authors' work on personal practical knowledge as the way through which teachers hone their craft - Teachers' Professional Knowledge Landscapes. They examine the question o. More). for Studies in Education, Toronto.
Find nearly any book by F. Michael Connelly. by D. Jean Clandinin, F. Get the best deal by comparing prices from over 100,000 booksellers. ISBN 9780787972769 (978-0-7879-7276-9) Softcover, Jossey-Bass, 2004. Teachers as Curriculum Planners: Narratives of Experience.
New York: Teachers College Press. Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators.
ISBN 10: 0920354475 ISBN 13: 9780920354476. Publisher: The Althouse Press, 1999. This volume extends the authors' work on "personal practical knowledge" as the way through which teachers hone their craft - "Teachers' Professional Knowledge Landscapes". They examine the question of how professional identities are formed.
This book extends Connelly and Clandinin’s groundbreaking work on “personal practical knowledge” as the way through which teachers hone their craft― Teachers’ Professional Knowledge Landscapes (1995). Working with a group of teacher researchers, they address the question of how professional identities are formed. The volume includes richly textured stories of professional lives in teacher, administrative, and curriculum-making settings. These thoroughly readable, autobiographical depiction’s help unravel the narrative interweavings of professional contexts, teacher knowledge, and teacher identity. The authors’ insightful interpretations of these stories provide valuable implications for teacher education, professional development, and progressive school change.