| 作 者： | 赵宏琴 |
| 出版社： | 浙江大学出版社 |
| 丛编项： | |
| 版权说明： | 本书为出版图书，暂不支持在线阅读，请支持正版图书 |
| 标 签： | 中国教育 |
| ISBN | 出版时间 | 包装 | 开本 | 页数 | 字数 |
|---|---|---|---|---|---|
| 未知 | 暂无 | 暂无 | 未知 | 0 | 暂无 |
Chapter One Introduction: Understanding Teachers
in Changing Contexts
Chapter Two Navigating the Conceptual Landscape
Mapping the Field
The Knowledge-base for Teachers
The Teachers' Voices
Images and Metaphors
Stories and Folkways
Life-history and Critical Incidents
Chapter Three Life-history Narrative Perspective
Approaches to Studying Teachers
What Is Life-history Narrative Perspective?
On Narrative
Life-history
The Main Issues with Narrative Perspectives
Why Life-history Narrative Perspective?
Ethics and Trustworthiness
Chapter Four Diachronic Analysis
Understanding Life-history Narrative as Data
Diachronic and Synchronic Framework
A Case of Intergenerational Analysis of Three Teachers.
Change and Continuity
Life-history as Learning to Teach
Chapter Five Synchronic Analysis
Narrative Accounts of Two Novice Teachers
Narrative Accounts of Five Experienced Teachers Narrative Accounts of a Veteran Teacher
Chapter Six Pedagogy as Caring
Caring and Grammar Teaching
Care for Those Who Care
Chapter Seven Post-epiphany
Appendix 1 A Sample of Biographic-narrative Interview
Appendix 2 A Sample Follow-up Conversation
References
List of Diagrams
Diagram 1: Narrative research: th~ee-dimensional nature
Diagram 2: Diachronic and synchronic analysis with metaphor, life-story and critical incident
Diagram 3: A chart of key metaphors of the three generational teachers
Diagram 4: Pedagogy intertwined with caring and grammar teaching
