"Is-When" Stories: Practical Repertoires and Theories about the Practical

Autor/inn/en	Conle, Carola; Sakamoto, Mitsuyo
Titel	"Is-When" Stories: Practical Repertoires and Theories about the Practical
Quelle	In: Journal of Curriculum Studies, 34 (2002) 4, S.427-449 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
Schlagwörter	Student Teachers; Education Courses; Teacher Education; Preservice Teachers; Inquiry; Personal Narratives + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fortbildungskurs; Lehrerausbildung; Lehrerbildung; Erlebniserzählung
Abstract	The issue of being "practical" presents a continuous challenge, because student teachers' meanings for that word tend to be in sharp contrast to meanings that allow inquiry and are connected to personal and cultural histories. Instructor and student perspectives elucidate the struggle to find a compromise within this tension in the form of a particular narrative exercise assigned in a foundations course of a teacher-training programme. Investment of identity and performative language were required in order to construct collaboratively a narrative repertoire of techniques and strategies that was practical in a non-technical sense. (Contains 14 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10