Theorizing Curriculum Studies, Teacher Education, and Research through Duoethnographic Pedagogy [electronic resource] / edited by Joe Norris, Richard D. Sawyer.

Contributor(s): Norris, Joe [editor.] | Sawyer, Richard D [editor.] | SpringerLink (Online service)Material type: TextTextPublisher: New York : Palgrave Macmillan US : Imprint: Palgrave Macmillan, 2017Description: VII, 159 p. 2 illus. online resourceContent type: text Media type: computer Carrier type: online resourceISBN: 9781137517456Subject(s): Education | Curriculums (Courses of study) | Education -- Curricula | School management and organization | School administration | Teaching | Education -- Philosophy | Ethnography | Education | Curriculum Studies | Educational Philosophy | Teaching and Teacher Education | Administration, Organization and Leadership | EthnographyAdditional physical formats: Printed edition:: No titleDDC classification: 375 LOC classification: LB2806.15Online resources: e-book Full-text access
Contents:
Chapter 1. The Efficacy of Duoethnography in Teaching and Learning: A Return to its Roots -- Chapter 2. Teaching through Duoethnography in Teacher Education and Graduate Curriculum Theory Courses -- Chapter 3. Right and Wrong (and Good Enough): A Duoethnography within a Graduate Curriculum Studies Course -- Chapter 4. Dialogic Life History in Preservice Teacher Education -- Chapter 5. Duoethnography as a Pedagogical Tool that Encourages Deep Reflection -- Chapter 6. Exploring Duoethnography in Graduate Research Courses -- Chapter 7. Community, identity, and graduate education: Using duoethnography as a mechanism for forging connections in academia. .
In: Springer eBooksSummary: This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching. .
Item type Current library Collection Call number Copy number Status Notes Date due Barcode
E-Books MEF eKitap Kütüphanesi
Springer Nature LB2806.15 (Browse shelf (Opens below)) Available NATURE 1420105-1001

Chapter 1. The Efficacy of Duoethnography in Teaching and Learning: A Return to its Roots -- Chapter 2. Teaching through Duoethnography in Teacher Education and Graduate Curriculum Theory Courses -- Chapter 3. Right and Wrong (and Good Enough): A Duoethnography within a Graduate Curriculum Studies Course -- Chapter 4. Dialogic Life History in Preservice Teacher Education -- Chapter 5. Duoethnography as a Pedagogical Tool that Encourages Deep Reflection -- Chapter 6. Exploring Duoethnography in Graduate Research Courses -- Chapter 7. Community, identity, and graduate education: Using duoethnography as a mechanism for forging connections in academia. .

This book explores the value of duoethnography to the study of interdisciplinary practice. Illustrating how dialogic and relational forms of research help to facilitate deeply emic, personal, and situated understandings of practice, the editors and contributors promote personal reflexivity and changes in practice. Education, drama, nursing counselling, and art in classroom, university, and larger professional spaces are examined by students, teachers, and practitioners using duoethnography to become more aware, dialogic, imaginative, and relational in their teaching. .

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