D. Jean Clandinin is Professor Emeritus and Founding Director of the Centre for Research for Teacher Education and Development at the University of Alberta. A former teacher, counsellor, and psychologist, she is author or co-author of 17 books and many articles and book chapters. She is affiliated with Griffith University and Royal Roads University, and has worked at the Universities of Alberta, Calgary and Toronto.

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• AcknowledgementsIntroduction Selected WritingsSECTION I: BEGINNING IN THE MIDST: OF TEACHER KNOWLEDGE AS A MATTER OF EPISTEMOLOGYChapter 1. Studying Personal Practical KnowledgeChapter 2. Personal Practical Knowledge: A Study of Teachers' Classroom Images Chapter 3. Developing Rhythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of ClassroomsSECTION II: JOURNEYING WITH NARRATIVE IDEAS OF TEACHER KNOWLEDGE INTO TEACHER EDUCATION AND PROFESSIONAL EDUCATIONChapter 4. Teacher Education as Narrative InquiryChapter 5. Narrative and Story in Teacher EducationChapter 6. Creating Pedagogical Spaces for Developing Doctor Professional Identity Chapter 7. Shifting from Stories to Live by To Stories to Leave By: Early Career Teacher Attrition Chapter 8. Narrative Inquiry as Reflective Practice: Tensions and Possibilities SECTION III: JOURNEYING WITH NARRATIVE IDEAS OF CURRICULUM MAKING: COMING ALONGSIDE TEACHERS, CHILDREN AND FAMILIESChapter 9. Narrative Understandings of Lives in School Chapter 10. The Interwoven Stories of Teachers, Families and Children in Curriculum MakingChapter 11. A Narrative Inquiry into Familial and School Curriculum Making: Attending to Multiple Worlds of Aboriginal Youth and FamiliesChapter 12. Curriculum and Teacher DevelopmentSECTION IV: JOURNEYING WITH NARRATIVE IDEAS: CONSIDERATIONS OF THE ONTOLOGICAL, METHODOLOGICAL, ETHICAL, AND POLITICALChapter 13. Living, Telling and Retelling: Processes of Narrative InquiryChapter 14. Mapping A Landscape of Narrative Inquiry: Borderland Spaces and TensionsChapter 15. A Return to Methodological Commitment: Reflections on Narrative InquiryChapter 16. Reverberations of Narrative Inquiry: How Resonant Echoes of An Inquiry with Early School Leavers Shaped Further InquiriesChapter 17. Living Relational Ethics.Chapter 18. Lingering Departures: Reverberations Through, And In, Narrative Inquiry Response CommunitiesChapter 19. Exploring Neglected Narratives: Understanding Vulnerability in Narrative Inquiry

D. Jean Clandinin is Professor Emeritus and Founding Director of the Centre for Research for Teacher Education and Development at the University of Alberta. A former teacher, counsellor, and psychologist, she is author or co-author of 17 books and many articles and book chapters. She is affiliated with Griffith University and Royal Roads University, and has worked at the Universities of Alberta, Calgary and Toronto.

Select Guide Rating

• AcknowledgementsIntroduction Selected WritingsSECTION I: BEGINNING IN THE MIDST: OF TEACHER KNOWLEDGE AS A MATTER OF EPISTEMOLOGYChapter 1. Studying Personal Practical KnowledgeChapter 2. Personal Practical Knowledge: A Study of Teachers' Classroom Images Chapter 3. Developing Rhythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of ClassroomsSECTION II: JOURNEYING WITH NARRATIVE IDEAS OF TEACHER KNOWLEDGE INTO TEACHER EDUCATION AND PROFESSIONAL EDUCATIONChapter 4. Teacher Education as Narrative InquiryChapter 5. Narrative and Story in Teacher EducationChapter 6. Creating Pedagogical Spaces for Developing Doctor Professional Identity Chapter 7. Shifting from Stories to Live by To Stories to Leave By: Early Career Teacher Attrition Chapter 8. Narrative Inquiry as Reflective Practice: Tensions and Possibilities SECTION III: JOURNEYING WITH NARRATIVE IDEAS OF CURRICULUM MAKING: COMING ALONGSIDE TEACHERS, CHILDREN AND FAMILIESChapter 9. Narrative Understandings of Lives in School Chapter 10. The Interwoven Stories of Teachers, Families and Children in Curriculum MakingChapter 11. A Narrative Inquiry into Familial and School Curriculum Making: Attending to Multiple Worlds of Aboriginal Youth and FamiliesChapter 12. Curriculum and Teacher DevelopmentSECTION IV: JOURNEYING WITH NARRATIVE IDEAS: CONSIDERATIONS OF THE ONTOLOGICAL, METHODOLOGICAL, ETHICAL, AND POLITICALChapter 13. Living, Telling and Retelling: Processes of Narrative InquiryChapter 14. Mapping A Landscape of Narrative Inquiry: Borderland Spaces and TensionsChapter 15. A Return to Methodological Commitment: Reflections on Narrative InquiryChapter 16. Reverberations of Narrative Inquiry: How Resonant Echoes of An Inquiry with Early School Leavers Shaped Further InquiriesChapter 17. Living Relational Ethics.Chapter 18. Lingering Departures: Reverberations Through, And In, Narrative Inquiry Response CommunitiesChapter 19. Exploring Neglected Narratives: Understanding Vulnerability in Narrative Inquiry

D. Jean Clandinin is Professor Emeritus and Founding Director of the Centre for Research for Teacher Education and Development at the University of Alberta. A former teacher, counsellor, and psychologist, she is author or co-author of 17 books and many articles and book chapters. She is affiliated with Griffith University and Royal Roads University, and has worked at the Universities of Alberta, Calgary and Toronto.

Select Guide Rating

• AcknowledgementsIntroduction Selected WritingsSECTION I: BEGINNING IN THE MIDST: OF TEACHER KNOWLEDGE AS A MATTER OF EPISTEMOLOGYChapter 1. Studying Personal Practical KnowledgeChapter 2. Personal Practical Knowledge: A Study of Teachers' Classroom Images Chapter 3. Developing Rhythm in Teaching: The Narrative Study of a Beginning Teacher's Personal Practical Knowledge of ClassroomsSECTION II: JOURNEYING WITH NARRATIVE IDEAS OF TEACHER KNOWLEDGE INTO TEACHER EDUCATION AND PROFESSIONAL EDUCATIONChapter 4. Teacher Education as Narrative InquiryChapter 5. Narrative and Story in Teacher EducationChapter 6. Creating Pedagogical Spaces for Developing Doctor Professional Identity Chapter 7. Shifting from Stories to Live by To Stories to Leave By: Early Career Teacher Attrition Chapter 8. Narrative Inquiry as Reflective Practice: Tensions and Possibilities SECTION III: JOURNEYING WITH NARRATIVE IDEAS OF CURRICULUM MAKING: COMING ALONGSIDE TEACHERS, CHILDREN AND FAMILIESChapter 9. Narrative Understandings of Lives in School Chapter 10. The Interwoven Stories of Teachers, Families and Children in Curriculum MakingChapter 11. A Narrative Inquiry into Familial and School Curriculum Making: Attending to Multiple Worlds of Aboriginal Youth and FamiliesChapter 12. Curriculum and Teacher DevelopmentSECTION IV: JOURNEYING WITH NARRATIVE IDEAS: CONSIDERATIONS OF THE ONTOLOGICAL, METHODOLOGICAL, ETHICAL, AND POLITICALChapter 13. Living, Telling and Retelling: Processes of Narrative InquiryChapter 14. Mapping A Landscape of Narrative Inquiry: Borderland Spaces and TensionsChapter 15. A Return to Methodological Commitment: Reflections on Narrative InquiryChapter 16. Reverberations of Narrative Inquiry: How Resonant Echoes of An Inquiry with Early School Leavers Shaped Further InquiriesChapter 17. Living Relational Ethics.Chapter 18. Lingering Departures: Reverberations Through, And In, Narrative Inquiry Response CommunitiesChapter 19. Exploring Neglected Narratives: Understanding Vulnerability in Narrative Inquiry