TY  - BOOK
AU  - Downey,C.Aiden
AU  - Clandinin,D.Jean
AU  - Schaefer,Lee
TI  - Narrative conceptions of knowledge: towards understanding teacher attrition 
T2  - Advances in research on teaching,
SN  - 9781784411374 (electronic bk.) :
AV  - LB1025.3 .N37 2014
U1  - 371.102 23
PY  - 2014///
CY  - Bingley, U.K.
PB  - Emerald
KW  - Education
KW  - General
KW  - bisacsh
KW  - Professional Development
KW  - Teaching skills & techniques
KW  - bicssc
KW  - Teaching
N1  - Includes bibliographical references; Getting beyond elevator stories / Lee Schaefer, C. Aiden Downey, D. Jean Clandinin -- Coming to narrative conceptions of teacher knowledge / D. Jean Clandinin, Lee Schaefer, C. Aiden Downey -- Methodology / C. Aiden Downey, Lee Schaefer, D. Jean Clandinin -- Reid's narrative account / Lee Schaefer -- Tara's narrative account / C. Aiden Downey -- Alis's narrative account / Lee Schaefer -- Natalie's Narrative Account / D. Jean Clandinin -- Dan's narrative account / Lee Schaefer -- Audrey Jane's narrative account / Eliza Pinnegar -- Personal knowledge landscapes / D. Jean Clandinin, Lee Schaefer, C. Aiden Downey -- Composing a life in two knowledge landscapes / C. Aiden Downey, Lee Schaefer, D. Jean Clandinin -- New possibilities for reimagining teacher education / Lee Schaefer, C. Aiden Downey, D. Jean Clandinin
N2  - The book volume shares six narrative accounts, which offer glimpses into the teachers' lives, which are composed with attention to place, temporality, and personal and social dimensions. By inquiring narratively into the experiences of these teachers, the book identifies the complex ways in which the teachers' personal practical knowledge is shaped by their personal knowledge landscapes as well as professional knowledge landscapes. Questions are raised about the implications of seeing teacher attrition as a process rather than singular event, that is, as a process of coming to tell a story to leave by, for our understandings of teacher knowledge and identity. As we shift from seeing "beginning teachers" to seeing "teachers as beginning", that is, as seeing teachers as people with experiences of personal and professional becoming, we shift from seeing them as more than content knowledge and pedagogic skills, but as people in the midst of living lives. This narrative and more holistic understanding of teacher knowledge and identity will help preservice teacher education programs, schools and school districts to better sustain people as they begin to teach and become teachers
UR  - https://www.emerald.com/insight/publication/doi/10.1108/S1479-3687201423
ER  -