9781593118952 - from experience to relationships: reconstructing ourselves in education and healthcare (21 risultati)
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Hardcover. Condizione: As New. This book has been in storage since publication and is unread. Hence the description 'as new'. Synopsis: The six writers in this book explore the contribution and the transferability of narrative inquiry from curriculum studies to daily life in education and in healthcare. They examine the intercon…nectivity of reconstructed experience with the construction of disciplinary identity and knowledge. Thinking narratively, they write auto/biographically about relationships between teachers, students, nurses, colleagues, and/or people in their care. As narrative inquirers, they are curious how research moves forward professional situations in education and healthcare.
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Hardcover. Condizione: Fine. First Edition. clean in fine condition. with no remarks or highlights. 117 pages with no index.We will state signed at the description section. we confirm they are signed via email or stated in the description box. - Specializing in academic, collectiblle and historically significant, providing the u…tmost quality and customer service satisfaction. For any questions feel free to email us.
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Hardback. Condizione: New. The six writers in this book explore the contribution and the transferability of narrative inquiry from curriculum studies to daily life in education and in healthcare. They examine the interconnectivity of reconstructed experience with the construction of disciplinary identity and knowledge. Thinking…narratively, they write auto/biographically about relationships between teachers, students, nurses, colleagues, and/or people in their care. As narrative inquirers, they are curious how research moves forward professional situations in education and healthcare.The narrative plotlines of knowledge construction, curriculum building and identity formation thread through the chapters. In education and healthcare, the reconstructed experience of a teacher is shown to be foundational to curriculum content and processes. In nursing education, we see congruence between narrative inquiry (Clandinin and Connelly, 1995, 2000; Connelly and Clandinin, 1988, 1999) as a process that includes the teacher-researcher as co-participant; and, theorists, such as Watson (1999), include the nurse in the caring situation as shapers of the experience of people in their care. As practitioner-researchers, teachers in education and healthcare construct who they are and how they are in relationship in the context of social situations. Inquiry, not certainty (Dewey, 1929), is a life stance that is formative for education.Practitioners in education and in healthcare will be interested in this book as a way to make meaning of their experience. Policymakers and administrators will be interested in this book as a way of conceptualizing teachers' knowledge as a source of curriculum. Researchers will be interested in this book as a demonstration of how narrative inquiry illuminates ways of being that are educative and an innovative way to study curriculum.
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Hardcover. Condizione: Brand New. illustrated edition. 140 pages. 9.25x6.25x0.50 inches. In Stock. This item is printed on demand.
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Condizione: New. PRINT ON DEMAND pp. 140.
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Gebunden. Condizione: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Explores the contribution and the transferability of narrative inquiry from curriculum studies to daily life in education and in healthcare. This book examines the interconnectivity of reconstructed experie…nce with the construction of disciplinary identity .
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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Buch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The six writers in this book explore the contribution and the transferability of narrative inquiry fromcurriculum studies to daily life in education and in healthcare. They examine the interconnectivity ofreconstructed experience with the cons…truction of disciplinary identity and knowledge. Thinking narratively,they write auto/biographically about relationships between teachers, students, nurses, colleagues, and/orpeople in their care. As narrative inquirers, they are curious how research moves forward professionalsituations in education and healthcare.The narrative plotlines of knowledge construction, curriculum building and identity formation thread throughthe chapters. In education and healthcare, the reconstructed experience of a teacher is shown to befoundational to curriculum content and processes. In nursing education, we see congruence between narrativeinquiry (Clandinin & Connelly, 1995, 2000; Connelly & Clandinin, 1988, 1999) as a process that includes theteacher-researcher as co-participant; and, theorists, such as Watson (1999), include the nurse in the caringsituation as shapers of the experience of people in their care. As practitioner-researchers, teachers in educationand healthcare construct who they are and how they are in relationship in the context of social situations. Inquiry, not certainty (Dewey, 1929), is a lifestance that is formative for education.Practitioners in education and in healthcare will be interested in this book as a way to make meaning of their experience. Policymakers andadministrators will be interested in this book as a way of conceptualizing teachers' knowledge as a source of curriculum. Researchers will be interestedin this book as a demonstration of how narrative inquiry illuminates ways of being that are educative and an innovative way to study curriculum.
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Buch. Condizione: Neu. From Experience to Relationships | Reconstructing Ourselves in Education and Healthcare (Hc) | Jasna K. Schwind (u. a.) | Buch | Einband - fest (Hardcover) | Englisch | 2008 | Information Age Publishing | EAN 9781593118952 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld,…gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.
