The Narrative Nature of Pedagogical Content Knowledge [microform] / Sigrun Gudmundsdottir.
The study of narrative is an interdisciplinary enterprise actively pursued within literary criticism, semiotics, philosophy, anthropology, linguistics, cognitive psychology, and psychiatry. Within education, narratives have found their practical application in two areas. In the curriculum field, nar...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1991.
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MARC
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| 100 | 1 | |a Gudmundsdottir, Sigrun. | |
| 245 | 1 | 4 | |a The Narrative Nature of Pedagogical Content Knowledge |h [microform] / |c Sigrun Gudmundsdottir. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1991. | ||
| 300 | |a 12 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED341991. | ||
| 520 | |a The study of narrative is an interdisciplinary enterprise actively pursued within literary criticism, semiotics, philosophy, anthropology, linguistics, cognitive psychology, and psychiatry. Within education, narratives have found their practical application in two areas. In the curriculum field, narratives seem an obvious choice as organizing structure. A study of experienced teachers has shown that they intuitively use narratives to bring order to what they consider a chaotic curriculum. The second area in which narratives have found application in education is in research. Many good researchers on teaching use narratives both in the inquiry process and in reporting results. Since the introduction of the concept of "pedagogical content knowledge," more and more researchers and teachers have realized the importance of narrative in the teacher knowledge base. Pedagogical content knowledge is a practical way of knowing subject matter. It is learned mostly on the job in teaching. Tradition provides the narrative models to draw upon to understand and construct the present. The study of teacher narratives brings educators to the heart of pedagogical content knowledge. Such study should focus on four dimensions of narratives: (1) practical experience; (2) interpretation; (3) reflection; and (4) transformation. Teachers not only interpret texts; they must also communicate their understanding to others. (Sixty-four references are attached.) (SG) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 1 | 7 | |a Curriculum Design. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Narration. |2 ericd. |
| 650 | 1 | 7 | |a Pedagogical Content Knowledge. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Experience. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Models. |2 ericd. |
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