Story Constellations: A Narrative Approach to Contextualizing Teachers' Knowledge of School Reform

Autor/in	Craig, Cheryl J.
Titel	Story Constellations: A Narrative Approach to Contextualizing Teachers' Knowledge of School Reform
Quelle	In: Teaching & Teacher Education: An International Journal of Research and Studies, 23 (2007) 2, S.173-188 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2006.04.014
Schlagwörter	Inquiry; Educational Change; Teacher Characteristics; Investigations; Social Sciences; Research Methodology; Thematic Approach; Context Effect; Concept Mapping; Cognitive Measurement; Multidimensional Scaling; Evaluation Research + Suchen Sie Ihr Suchwort? Bildungsreform; Untersuchung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Research method; Forschungsmethode; Themenzentrierter Unterricht; Concept Map; Mehrdimensionale Analysis; Evaluationsforschung
Abstract	This article traces the roots of narrative research in the social sciences and education, then centers on "story constellations," a version of narrative inquiry that uncovers teachers' knowledge of school reform in context. A fluid form of investigation that unfolds in a three-dimensional inquiry space, story constellations consists of a flexible matrix of paired narratives that are broadened, burrowed, and restoried over time. The adaptability of this narrative inquiry approach is then made visible through introducing four story constellations separately, then laying sketches of the individual story constellations side-by-side. When analyzed in a conjoined fashion, these sketches illustrate how the particularities of place and human agency in the living of school reform played out differently in differing school contexts, despite the fact that the four school sites had one story of reform in common. In the end result, the illustrations demonstrate how the use of the malleable approach drew distinctive story constellations to the surface, spotlighting teachers' knowledge of school reform as it developed in context over time. In this way, "story constellations" as a method and as a form of inquiry is illuminated. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10