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Composing Lives in Transition -- A Narrative Inquiry into the Experiences of Early School Leavers

在转变中谱写人生：对早期离校者的叙事研究

Emerald Publishing Limited D Jean Clandinin Pam Steeves Vera Caine

ISBN：9781780529745，出版年：2013，中图分类号：G4 被引 62次

Composing Lives in Transition: A Narrative Inquiry into the Experiences of Early School Leavers is structured around ten narrative accounts, each one offering glimpses into the lives of early school leavers from different backgrounds. Framed by the puzzling question of why someone would want to leave school early, the authors worked alongside youths from culturally and socially diverse backgrounds in order to understand their experiences and motivations in more depth. In doing so, however, the research team learnt that the stories are also as much about how early school leaving shaped their lives after they left education. By looking across the accounts provided in the book, paying particular attention to place, temporality and personal and social dimensions, the authors were able to identify resonant threads that enabled them to reframe a narrative reconceptualization of the phenomenon of early school leaving.

Narrative inquiry Narrative Temporality Pedagogy Cognitive reframing Phenomenon Psychology Transition (fiction) Social dimension

Narrative Conceptions of Knowledge -- Towards Understanding Teacher Attrition

知识的虚实概念

Emerald Publishing Limited D Jean Clandinin C Aiden Downey Lee Schaefer

ISBN：9781784411381，出版年：2014，中图分类号：G4 被引 66次

"The book volume shares six narrative accounts, which offer glimpses into the teachers' lives, which are composed with attention to place, temporality, and personal and social dimensions. By inquiring narratively into the experiences of these teachers, the book identifies the complex ways in which the teachers' personal practical knowledge is shaped by their personal knowledge landscapes as well as professional knowledge landscapes. Questions are raised about the implications of seeing teacher attrition as a process rather than singular event, that is, as a process of coming to tell a story to leave by, for our understandings of teacher knowledge and identity. As we shift from seeing "beginning teachers" to seeing "teachers as beginning", that is, as seeing teachers as people with experiences of personal and professional becoming, we shift from seeing them as more than content knowledge and pedagogic skills, but as people in the midst of living lives. This narrative and more holistic understanding of teacher knowledge and identity will help preservice teacher education programs, schools and school districts to better sustain people as they begin to teach and become teachers"

Teacher education Personal knowledge base Narrative Identity (social science) Temporality Pedagogy Psychology Attrition Content knowledge Professional knowledge