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dc.contributor.author Matthias Meier en_US
dc.date.accessioned 2007-07-12T17:50:03Z
dc.date.available 2007-07-12T17:50:03Z
dc.date.issued 2001-03-01T00:00:00Z en_US
dc.identifier.uri http://hdl.handle.net/1993/2589
dc.description.abstract This thesis is an action research project in the sense that I inquire into experiences that have contributed to the formation of my professional subjectivity as a public school teacher. These experiences are constructed in research narratives. In the first chapter, I describe in narrative how I first came to action research in the course of a series of reflective conversations with a colleague. In the second chapter, I theorize action research as a reflective and transformative conversation about pedagogical actions or forms of action. This conversation occurs within a research collective. Chapters three, four, and five document the reading-responses of a group of teachers to three research narratives. These responses are interpreted and placed into the context of my pedagogical concerns and educational values. Discussion of how the members of the research collective may have transformed their practice lies outside the scope of this study. Chapter six examines how the textual maneuvers of the research narratives represent action research. en_US
dc.format.extent 7260175 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.title Narrative inquiry as a form of teacher action research en_US
dc.type info:eu-repo/semantics/masterThesis
dc.degree.discipline Curriculum, Teaching & Learning en_US
dc.degree.level Master of Education (M.Ed.) en_US


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