國立虎尾科技大學 |

A narrative study : = How a master teacher develops personal connections with issue -centered social studies.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A narrative study :/
其他題名:	How a master teacher develops personal connections with issue -centered social studies.
作者:	Tuanmu, Jung.
面頁冊數:	1 online resource (246 pages)
附註:	Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087.
Contained By:	Dissertation Abstracts International67-11A.
標題:	Curriculum development. -
電子資源:	click for full text (PQDT)
ISBN:	9780542981319

A narrative study : = How a master teacher develops personal connections with issue -centered social studies.
Tuanmu, Jung.

A narrative study :How a master teacher develops personal connections with issue -centered social studies. - 1 online resource (246 pages)

Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087.

Thesis (Ed.D.)--University of Washington, 2006.

Includes bibliographical references

Intrigued by the dearth of teachers teaching with issue-centered social studies (ICSS), trying to unfold the gap between social studies scholars' embracing ICSS and school teachers' ignorance of it, the researcher examined how the two master high school social studies teachers (one is in ESL department) have made personal and professional connections with ICSS. The study attempts to understand whether teachers' personal connection with ICSS (subject matter) is essential for teachers' teaching with ICSS.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780542981319Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

A narrative study : = How a master teacher develops personal connections with issue -centered social studies.
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100 1 $a Tuanmu, Jung. $3 1191261
245 1 2 $a A narrative study : $b How a master teacher develops personal connections with issue -centered social studies.
264 0 $c 2006
300 $a 1 online resource (246 pages)
336 $a text $b txt $2 rdacontent
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500 $a Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087.
500 $a Adviser: G. Williamson McDiarmid.
502 $a Thesis (Ed.D.)--University of Washington, 2006.
504 $a Includes bibliographical references
520 $a Intrigued by the dearth of teachers teaching with issue-centered social studies (ICSS), trying to unfold the gap between social studies scholars' embracing ICSS and school teachers' ignorance of it, the researcher examined how the two master high school social studies teachers (one is in ESL department) have made personal and professional connections with ICSS. The study attempts to understand whether teachers' personal connection with ICSS (subject matter) is essential for teachers' teaching with ICSS.
520 $a In this study, self-narrative is the main data source to construct teachers' life stories. Following Polkinghorne's (1988, 1996) concepts of narrative and narrative knowing, narrative inquiry through intensive personal interviews is the main method to collect data. "Narrative" and "story" are used interchangeably. Other research methods including classroom observations and artifact analysis are used to construct a whole picture of the two teachers.
520 $a The findings indicate that the two teachers have constructed their practical teaching theories (PTT) with ICSS through a non-linear path, which has evolved mainly from their personal lives, teaching practices, and professional learning opportunities. Other discoveries include that teachers' ICSS is different from theoretical ICSS; it is more locally oriented and student-focused. Two specific phenomena are worthy of attention: One is self as a main agent for the teachers' decision-making; another is the phenomenon of "borderland discourses" in which the teachers' self-concept was challenged. These two phenomena also suggest that teachers' identities influence their teaching practices. The relationships among various components in PTT are particularly worth of further exploration and study. These include teachers' practical pedagogy, borderland discourse, teachers' concepts of ICSS (or other subject matter), PTT, and their professional identities.
520 $a To conclude, teaching practice is interwoven with teachers' knowledge which is closely tied with their personal histories and knowledge. To explicate teaching practice from a holistic perspective, separately analyzing teachers' identities or professional knowledge is insufficient. In other words, the academic disciplinarian expects teachers to employ ICSS but the pre-condition is that teachers make personal and/or professional connections with ICSS.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Curriculum development. $3 1148494
650 4 $a Social sciences education. $3 1179940
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0534
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Washington. $3 845434
773 0 $t Dissertation Abstracts International $g 67-11A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3241961 $z click for full text (PQDT)