This book encourages and enables faculty to deeply examine their teaching experiences, stories, and choices so real insight results. The author invites faculty to recall stories from their own biographies, demonstrates how to view these stories as critical incidents instead of mere reminiscences, and introduces an approach faculty can undertake to analyze then interpret these stories for the benefit of professional growth in teaching.
Cover Title Page Copyright Series Preface Chapter Overview A Note to Readers Acknowledgments About the Author Chapter 1: Storied Contexts Shifting Perspectives Daily Story-Making Shifting the Contextual Frames Next Steps Chapter 2: Living Stories Storied Foundations Next Steps Chapter 3: Storied Accounts Defining Terms Responding to the Incidents Telling Stories Elaborating Critical Incidents A Note on Process Next Steps Chapter 4: Seeking Patterns Considering Vantage Points Determining Initial Vantage Points Describing Four "Commonplaces" A Note on the Process Considering Role Patterns across Stories Role of Teacher Next Steps Chapter 5: Exploring Patterns Introduction to Articulating Claims Locating Claims Claims within Critical Incidents Naming the Claims Next Steps Chapter 6: Locating Assumptions Map of Progress and Destination From Critical Incident to Assumptions Analyzing Incidents for Assumptions Next Steps Chapter 7: Exploring Paradigmatic Assumptions Interactions among Categories of Assumptions Looking Further into Critical Incidents Next Steps Chapter 8: Storied Teaching Growing through the Process Contexts Tensions Leaning into Growth Next Steps References Index.
Description based on publisher supplied metadata and other sources.
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2021. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Print version: Shadiow, Linda K. What Our Stories Teach Us