- 作 者：赵宏琴著
- 出 版 社：杭州：浙江大学出版社
- 出版年份：2009
- ISBN：9787308068543
- 标注页数：178 页
- PDF页数：199 页
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Chapter One Introduction:Understanding Teachers in Changing Contexts 1
Chapter Two Navigating the Conceptual Landscape 9
Mapping the Field 11
The Knowledge-base for Teachers 13
The Teachers'Voices 15
Images and Metaphors 20
Stories and Folkways 23
Life-history and Critical Incidents 29
Chapter Three Life-history Narrative Perspective 34
Approaches to Studying Teachers 34
What Is Life-history Narrative Perspective? 37
On Narrative 39
Life-history 42
The Main Issues with Narrative Perspectives 45
Why Life-history Narrative Perspective? 49
Ethics and Trustworthiness 54
Chapter Four Diachronic Analysis 61
Understanding Life-history Narrative as Data 61
Diachronic and Synchronic Framework 64
A Case of Intergenerational Analysis of Three Teachers 66
Change and Continuity 75
Life-history as Learning to Teach 82
Chapter Five Synchronic Analysis 84
Narrative Accounts of Two Novice Teachers 85
Narrative Accounts of Five Experienced Teachers 91
Narrative Accounts of a Veteran Teacher 111
Chapter Six Pedagogy as Caring 113
Caring and Grammar Teaching 113
Care for Those Who Care 120
Chapter Seven Post-epiphany 123
Appendix Ⅰ A Sample of Biographic-narrative Interview 133
Appendix Ⅱ A Sample Follow-up Conversation 149
References 154
List of Diagrams 52
Diagram 1:Narrative research:three-dimensional nature 52
Diagram 2:Diachronic and synchronic analysis with metaphor,life-story and critical incident 65
Diagram 3:A chart of key metaphors of the three generational teachers 76
Diagram 4:Pedagogy intertwined with caring and grammar teaching 115