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- W2465199107 abstract "Both Trumbull (1999) and Clandinin et al. (1993) provide statements that act to rationalize and clarify the use of narratives as a means of understanding the teaching process. From practicing teachers and preservice interns narratives can be used as a way to “interrogate” practice to “get at” an understanding of what one knows and does not know (Lyons and Labosky 2002). In this sense narrative is a way of “constructing the knowledge of teaching” (Lyons and Labosky 2002, pp. 21–22), or even reconstructing a belief system of what it means to be successful as a teacher. Over the years we have seen a variety of writings that focus on narratives within the profession of teaching (Blake 2004; Jalongo and Eisenberg 1995; Kooy 2006; Mack-Kirschner 2003; Schubert and Ayers 1992; Trimmer 1997; and Trumbull 1999). These texts have helped to lay the foundation for the use of narratives as a means of understanding practice. For researchers, narratives can be used as a method of inquiry that allows us to better understand the processes of becoming a teacher, and to articulate these stories and lessons learned in our own teaching practices with preservice and in-service teachers." @default.
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- W2465199107 date "2009-01-01" @default.
- W2465199107 modified "2023-10-16" @default.
- W2465199107 title "Becoming a Teacher: Using Narratives to Develop a Professional Stance of Teaching Science" @default.
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- W2465199107 doi "https://doi.org/10.1057/9780230622913_4" @default.
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