Shifting stories to live by: teacher education as a curriculum of narrative inquiry identity explorations

Author： Huber Janice Li Yi Murphy Shaun Nelson Carla Young Mary

ISSN： 1470-1103

Source： Reflective Practice, Vol.15, Iss.2, 2014-03, pp. : 176-189

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Related content

Behind the Mirror: inquiry based storying in teacher education

By Laboskey Vicki Kubler Cline Sarah

Reflective Practice, Vol. 1, Iss. 3, 2000-10 ,pp. : 359-375

Routledge Ltd

Access to resources Recommend Favorite

Guided reflection protocol as narrative inquiry and teacher professional development

By Moss Glenda Springer Terry Dehr Karol

Reflective Practice, Vol. 9, Iss. 4, 2008-11 ,pp. : 497-508

Routledge Ltd

Access to resources Recommend Favorite

Moments of tension: resistance as expressions of narrative coherence in stories to live by

By Huber Marilyn Huber Janice Clandinin Jean

Reflective Practice, Vol. 5, Iss. 2, 2004-06 ,pp. : 181-198

Routledge Ltd

Access to resources Recommend Favorite

Shifting genres: a dialogic approach to reflective practice in teacher education

By Hallman Heidi L.

Reflective Practice, Vol. 12, Iss. 4, 2011-08 ,pp. : 533-545

Routledge Ltd

Access to resources Recommend Favorite

Mexican American Women Pursuing Counselor Education Doctorates: A Narrative Inquiry

COUNSELOR EDUCATION AND SUPERVISION, Vol. 55, Iss. 3, 2016-09 ,pp. : 198-215

John Wiley & Sons Inc

Access to resources Recommend Favorite