Investing in the Curricular Lives of Educators: Narrative Inquiry as Pedagogical Medium

Autor/inn/en	Latta, Margaret MacIntyre; Kim, Jeong-Hee
Titel	Investing in the Curricular Lives of Educators: Narrative Inquiry as Pedagogical Medium
Quelle	In: Journal of Curriculum Studies, 43 (2011) 5, S.679-695 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2011.609566
Schlagwörter	Curriculum Research; Theory Practice Relationship; Teacher Educators; Personal Narratives; Inquiry; Teacher Education; Graduate Students; Graduate Study; Professional Identity; Creative Thinking; Creativity; Reflection; Teacher Role; Educational Environment + Suchen Sie Ihr Suchwort? Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Theorie-Praxis-Beziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Erlebniserzählung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kreatives Denken; Kreativität; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This paper draws on the experiences of two graduate level curriculum theory classes taught at different teacher education institutions in the US. Teacher educators and curriculum theorists invest in creating reflexive spaces for teachers to explore the complex terrain of lived curriculum. Narrative inquiry is chronicled as acting as an important pedagogical medium toward this aim. The purpose of the paper is to explore what practicing teachers' narratives reveal about their curricular roles in relation to theory and practice. As participating educators consider their associated teaching identities, phenomenological notions of place are found to be fitting as they navigate understandings of lived curriculum as situated, thoughtful, and intentional. Insights generated through reflexive analysis manifest three thematic intersections: (1) Teachers confronting dissonance between theory and practice as teaching identity displacement; (2) Teachers negotiating greater implacement; and (3) Teachers moving toward embodying the creative space for teaching and learning. Renewed roles surface for teacher educators and curriculum theorists, challenging all involved to purposefully foster contexts for professional learning rather than subservience, and claim the responsibilities to provide the intellectual, emotional, and pragmatic spaces where teachers' lived curriculum efforts can be developed and nurtured. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10