東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Fictionalized autobiography as curri...

Hilton, Peter Brown.

Linked to FindBook

Google Book

Amazon

博客來

Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator./
Author:	Hilton, Peter Brown.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
Description:	296 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4090.
Contained By:	Dissertation Abstracts International65-11A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3154452
ISBN:	9780496148912

Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator.
Hilton, Peter Brown.

Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 296 p.

Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4090.

Thesis (Ph.D.)--University of Illinois at Chicago, 2004.

The central purpose of this dissertation is to portray experiences that shape a teacher educator, a fictionalized version of myself. The scholarship is derived from the following complementary research traditions: autobiographical inquiry (Pinar and Grumet, 1976, Pinar, 1994, Grumet, 1988, and Graham, 1992); arts-based inquiry (Eisner, 1991, Barone, 2000, Barone and Eisner, 1997, and Willis and Schubert, 2000): story and narrative inquiry (Coles, 1989, Connelly and Clandinin, 1991, Carter, 1993, Witherell and Noddings, 1991, and Bruner 2002); teacher lore (Schubert and Ayers, 1992, Schwartz and Albert, 1998); and fictionalized inquiry (Kilbourne, 1999, Banks and Banks, 1998, and Ketelle, 2004). Fictionalized autobiography enables life-derived situations and relationships to be sketched, interpreted, and analyzed without endangering actual individuals, since persons and places have been recreated through alterations that significantly do not change the purport of illustrating the complicated nature of the protagonist's journey of learning or curriculum.

ISBN: 9780496148912Subjects--Topical Terms:

684418
Curriculum development.

Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator.
LDR:03382nmm a2200325 4500 001 2124414
005 20171030105233.5
008 180830s2004 ||||||||||||||||| ||eng d
020 $a 9780496148912
035 $a (MiAaPQ)AAI3154452
035 $a AAI3154452
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hilton, Peter Brown. $3 3286414
245 1 0 $a Fictionalized autobiography as curriculum: Relationships in the making of a teacher educator.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2004
300 $a 296 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-11, Section: A, page: 4090.
500 $a Chair: William H. Schubert.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2004.
520 $a The central purpose of this dissertation is to portray experiences that shape a teacher educator, a fictionalized version of myself. The scholarship is derived from the following complementary research traditions: autobiographical inquiry (Pinar and Grumet, 1976, Pinar, 1994, Grumet, 1988, and Graham, 1992); arts-based inquiry (Eisner, 1991, Barone, 2000, Barone and Eisner, 1997, and Willis and Schubert, 2000): story and narrative inquiry (Coles, 1989, Connelly and Clandinin, 1991, Carter, 1993, Witherell and Noddings, 1991, and Bruner 2002); teacher lore (Schubert and Ayers, 1992, Schwartz and Albert, 1998); and fictionalized inquiry (Kilbourne, 1999, Banks and Banks, 1998, and Ketelle, 2004). Fictionalized autobiography enables life-derived situations and relationships to be sketched, interpreted, and analyzed without endangering actual individuals, since persons and places have been recreated through alterations that significantly do not change the purport of illustrating the complicated nature of the protagonist's journey of learning or curriculum.
520 $a After eclectically explicating the above method of inquiry in the introduction, the next ten chapters portray the complex interplay of relationships that contribute to a teacher educator's perspective. Drawn from the way John Steinbeck organized his novel, The Grapes of Wrath, each chapter's Story section is followed by what literary critics refer to as an intercalary section (entitled Musings in the dissertations), which interprets the impact of experience rendered by the story relative to its role in shaping the teacher educator. The ten substantive chapters explicate relationships in consecutive settings that have been the experiential curriculum of this teacher educator's sensibilities and practice.
520 $a In the Musings sections of each chapter, sometimes embedded implicitly and explicitly in the Story section itself, and especially in the Chapter Twelve (Conclusions), the stories support an argument that to understand a teacher educator, his or her life journey must be taken into consideration. Much of who a teacher becomes is shaped by a multiplicity of diverse experiences that at first glance seem irrelevant to education. Therefore, it is suggested that more research is needed to better understand the way in which the education of teachers can productively build upon in-depth life experiences.
590 $a School code: 0799.
650 4 $a Curriculum development. $3 684418
650 4 $a Educational philosophy. $3 3173367
650 4 $a Teacher education. $3 3172312
690 $a 0727
690 $a 0998
690 $a 0530
710 2 $a University of Illinois at Chicago. $3 1020478
773 0 $t Dissertation Abstracts International $g 65-11A.
790 $a 0799
791 $a Ph.D.
792 $a 2004
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3154452