This paper outlines a narrative method for the study of teaching which
has as its principle feature the reconstruction of classroom meaning in
terms of narrative unities in the lives of classroom participants. This
purpose is achieved by comparatively outlining similarities and
differences with closely associated lines of work. This study of
narrative is primarily epistemological in character but deviates from
epistemology as commonly understood in curriculum studies by
on personal experience rather than upon reconstructed formal logic. The
governing question of the work is "How do teachers and students know
their classrooms?" The working question is "What is the meaning ofThis paper outlines a narrative method for the study of teaching which has as its principle feature the reconstruction of classroom meaning in terms of narrative unities in the lives of classroom participants. This purpose is achieved by comparatively outlining similarities and differences with closely associated lines of work. This study of narrative is primarily epistemological in character but deviates from epistemology as commonly understood in curriculum studies by on personal experience rather than upon reconstructed formal logic. The governing question of the work is "How do teachers and students know their classrooms?" The working question is "What is the meaning of
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