Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry

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dc.contributor.author Kitchen, Julian
dc.date.accessioned 2010-12-22T20:18:37Z
dc.date.available 2010-12-22T20:18:37Z
dc.date.issued 2010
dc.identifier.uri http://hdl.handle.net/10294/3150
dc.identifier.uri http://ineducation.ca/article/making-education-law-meaningful-beginning-teachers-narrative-inquiry en
dc.description.abstract Teacher education classes are contested spaces. Professors interested in reforming content, pedagogy and assessment must wrestle with their own internal tensions and the culture of their institutions in order to make a difference. In this paper, a teacher educator uses narrative inquiry to frame his efforts to become a constructivist professor of education law. Critical tensions are examined using a three-dimensional narrative inquiry space: looking inward, outward, backward, and forward. Critical reflections, written over several years, are used to situate the tensions experienced in this case into the broader context of the author’s career journey. en_US
dc.language en en
dc.language.iso en en_US
dc.publisher University of Regina, Faculty of Education en_US
dc.title Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry en_US
dc.type Article en_US
dc.description.authorstatus Other en_US
dc.description.peerreview yes en_US


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