查詢結果分析
來源資料
相關文獻
- Interrupting School Stories and Stories of School: Deepening Narrative Understandings of School Reform
- From EAP to ESP: A Teacher's Identity Development
- 學校為社區中心:規劃與設計的準則
- 震災後校園重建與社區關懷--以美國學校社區化為例
- Gallup 2000年民意調查--美國公立學校的趨勢分析及其啟示(下)
- Gallup 2000年民意調查:美國公立學校的趨勢分析及其啟示(上)
- «School-Based Management as School Reform: Taking Stock»
- 一所體制內小學進行課程改革實驗的歷程:一個個案研究
- 教師參與臺北縣國小實施「開放教育」之經驗:兩位教師的詮釋性研究
- 架構在終身學習理念下的學校改革
頁籤選單縮合
題 名 | Interrupting School Stories and Stories of School: Deepening Narrative Understandings of School Reform=學校故事和學校中的故事:深入學校改革的敘事理解 |
---|---|
作 者 | Clandinin,D. Jean; Huber,Janice; | 書刊名 | 教育研究與發展期刊 |
卷 期 | 1:1 2005.06[民94.06] |
頁 次 | 頁43-61 |
分類號 | 526.1 |
關鍵詞 | 學校改革; 個人實務知識; 故事化學校語言; 敘事探究; 教師認同; School reforms; Personal practical knowledges; Stored school languages; Narrative inquiry; Teacher identity; |
語 文 | 英文(English) |
中文摘要 | 本文中我們以可能探究學校故事(school stories)和學校中的故事(stories of school)探討學校改革,並從兩個不同學校場域的敘事例子以再概念化來闡述學校的革新。我們了解學校故事(school stories)的中斷性為瞬時的、漸進的、並且總是不斷運行的。再者,本文探討矛盾的空間(paces of contradiction)及其矛盾在學校改革所佔的地位的相關問題。關於學校故事(school stories)和學校中故事(stories of school),文中視矛盾空間(spaces of contradiction)存在於教師與校長可能會再次想像他們的專業生活,藉由如此,時時警惕他們自我認同的改造以及他們的生活故事。 |
英文摘要 | In this paper we explore school reform in terms of possibilities for interrupting school stories and stories of school. Drawing on a narrative reconceptualization of school reform, we use two narrative accounts from two school settings, we offer an understanding of interruptions to school stories as momentary, gradual, and always in motion. Further we explore questions around spaces of contradiction and their place in school reform. We see spaces of contradiction as spaces where teachers and principals might re-imagine their professional lives and, in doing so, stay wakeful to the reforming of their identities, their stories to live by, in relation with school stories and stories of school. |
本系統中英文摘要資訊取自各篇刊載內容。